Educational Specifications (EDSPECS) For High Schools Forms/Facilities/EDSPECSHIGHSCHOOLS.pdfEDSPECS...

Educational Specifications (EDSPECS) For High Schools

Department of Education, State of Hawaii

December 2006

EDSPECS for High Schools Table of Contents

Table of Contents Page 1

Table of Contents Pages Cover Page .....................................................................................................................1 Table of Contents............................................................................................................1 - 3 Acknowledgments...........................................................................................................ii Preface............................................................................................................................iii Chapter 1: Introduction Section 101 General...........................................................................................101-1 Section 102 Background ....................................................................................102-1 Section 103 Description of the Educational Specifications ................................103-1 Section 104 Format of the Educational Specifications.......................................104-1 - 2 Chapter 2: Planning Section 201 Planning Guidelines, Site Considerations, and Site Concepts for High Schools ...........................................................................201-1 - 5 Section 202 Functional Relationships ................................................................202-1 Section 203 The Charette Process Guide..........................................................203-1 - 4 Section 204 Preparation for the Charette...........................................................204-1 Section 205 The Process Before and During the Charette ................................205-1 - 2 Section 206 Process Diagrams..........................................................................206-1 - 5 Section 207 Program and Academic Support Elements and Design.................207-1 - 5 Chapter 3: Guidelines for Spaces Section 301 Explanation of Section Format .......................................................301-1 - 2 Instructional Spaces Section 302 General Classroom ........................................................................302-1 - 5 (Attachment 1) - Language Arts.................................................. 1 (Attachment 2) – Mathematics .................................................... 1 - 2 (Attachment 3) - Social Studies .................................................. 1 - 2 (Attachment 4) - World Languages ............................................. 1 Section 302A Breakout Room ..............................................................................302A-1 - 3 Section 303 Special Education Classroom ........................................................303-1 - 7 Section 304 Natural Resources..........................................................................304-1 - 9 Section 305 Art Education..................................................................................305-1 - 11 Section 306 Business Education........................................................................306-1 - 8 Section 307 Dance and Theater.........................................................................307-1 - 4 Section 308 Family and Consumer Science ......................................................308-1 - 13 Section 309 Industrial Arts .................................................................................309-1 - 24 Section 310 Music ..............................................................................................310-1 - 8 Section 311 Science...........................................................................................311-1 - 6 Section 312 Co-Curricular Flex Space (Hold on Implementation of this component at this time) ...............................................................312-1 - 3 Section 313 Instructional Commons (Hold on Implementation of this component at this time) ...............................................................313-1 - 2 Section 314 Exterior Commons..........................................................................314-1 - 2 Section 315 – 340 (RESERVED)



Chapter 3: Guidelines for Spaces (Cont'd) Support Spaces Section 341 Administrative Center .....................................................................341-1 - 9 Section 341A Comprehensive Student Support System (CSSS) Space ...........341A-1 - 5 Section 341B Receiving/Storage Room .............................................................341B-1 - 2 Section 341C Safety Office.................................................................................341C-1 - 3 Section 341D Student Services Coordinator/Educational Assistant (SSC/EA) Office ........................................................................341D-1 - 3 Section 341E Student Activities Space...............................................................341E-1 - 3 Section 342 Cafeteria/Food Service Center.......................................................342-1 - 18 Section 343 Custodial Service Center................................................................343-1 - 3 Section 344 Library/Information Resource Center .............................................344-1 - 8 Section 345 Computer Resource Center ...........................................................345-1 - 4 Section 346 Faculty Center ................................................................................346-1 - 3 Section 347 Teacher Planning Center ...............................................................347-1 - 3 Section 348 Storage Space................................................................................348-1 - 2 Section 349 Toilets .............................................................................................349-1 - 3 Section 350 General Utility Closet......................................................................350-1 - 3 Section 351 Mechanical/Electrical/Media-Communication Rooms....................351-1 - 3 Section 352 Adult Education Center……………………………………................352-1 - 5 Section 353–370 (RESERVED) Physical Education Section 371 PE Lockers and Showers ...............................................................371-1 - 7 Section 372 Athletic Lockers and Showers........................................................372-1 - 5 Section 373 Gymnasium ....................................................................................373-1 - 6 Section 374 Outdoor PE/Athletic Facilities.........................................................374-1 - 9 Chapter 4: Sustainable Design Criteria Section 401 Sustainable Design Criteria............................................................401-1 - 2 Chapter 5: Acoustic Design Criteria Section 501 Acoustic Criteria .............................................................................501-1 - 16 Chapter 6: Mechanical Design Criteria Section 601 Air Conditioning and Ventilation Systems ......................................601-1 - 5 Section 602 Plumbing.........................................................................................602-1 - 4 Chapter 7: Electrical Design Criteria Section 701 Exterior Electrical Distribution Systems .........................................701-1 - 3 Section 702 Interior Electrical Distribution Systems...........................................702-1 - 4 Chapter 8: Multi-Media Design Criteria Section 801 Multi-Media Systems......................................................................801-1 - 10 Section 802 Utilities ............................................................................................802-1 - 4 Section 803 Media System Conduit Identification..............................................803-1 - 2 Section 804 Telecommunication Infrastructure..................................................804-1 - 4 Section 805 Cabling Specifications ....................................................................805-1 - 6 Section 806 Testing and Inspection ...................................................................806-1 - 2 Chapter 9: Safety and Security Design Criteria Section 901 Safety and Security ........................................................................901-1 - 2



Chapter 10: Traffic, Bus, and Parking Design Criteria Section 1001 Traffic..............................................................................................1001-1 - 3 Section 1002 Bus Safety ......................................................................................1002-1 - 2 Chapter 11: Landscape Design Criteria Section 1101 Planting and Irrigation System .......................................................1101-1 - 5 Chapter 12: Other Design Criteria Section 1201 Graphics and Signage....................................................................1201-1 - 2 Section 1202 Master Key System – Implementation ...........................................1202-1 Appendices

Appendix 1 High School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 1,000 Students ......1 – 41 Appendix 2 Glossary of DOE Acronyms ...........................................................1 – 17 Appendix 3 Educational Specifications Development/Revision Process..........1 - 3 Appendix 4 Hawaii High Performance School Guidelines ................................1 - 83 Appendix 5 Life Cycle Cost Calculations ..........................................................1 - 2 Appendix 6 Commissioning for Schools............................................................1 - 2 Appendix 7 High Performance Hawaii Classroom Prototypes..........................1 - 8 Appendix 8 Typical Millwork Details ..................................................................1 - 8

EDSPECS for High Schools

Acknowledgements ii

Acknowledgments The revised Educational Specifications and Standards for Facilities for the elementary, middle/intermediate and high school was formulated with the assistance and involvement of school, district, and State Department of Education staff members, staffs of the Department of Accounting and General Services, Planning and Economic Development, Budget and Finance, and professionals in the private sector. We thank the following participants for the invaluable knowledge and assistance in this effort along with all others who may have been inadvertently left out of the list below:

Helen Gokan – DOE/DLTSS/Systems Francine Grudzias – DOE/DLTSS Carol J. Ching – DOE/Facilities Branch Nick Nichols – DOE/Facilities Branch Ken Kajihara – DOE/Facilities Branch Brenda Lowrey – DOE/Facilities Branch Clifford Yamanouchi – DOE, Network Support Services Ralph Morita – DAGS Planning Branch Kerry Koide – DOE/ATR/DLTSS Ron Toma – DOE/DLTSS/Oasis Bob Golden – DOE/SSSB K. Kim –DOE/Network Support Services Lester Chuck – DOE/Facilities Branch Carey Isobe – Dags Planning Branch Puanani Wilhelm – DOE/Hawaiian Studies Debra Farmer – DOE/Special Education Mike Fahey – DOE/Special Education Mel Seo – DOE/Safety Rodney Goo – DOE/Safety Annette Nishikawa – Principal, Kapolei Middle School Al Nagasako – Principal, Kapolei High School Sylvia Lee – Vice Principal, Keau High School Jaqueline Heupel – Moanalua High School Bob Eggerston – Moanaloa High School Caroline Wong – DOE/Student Support Services Diana Oshiro – DOE/DLTS Diane Matsuoka – Principal, Waikele Elementary

School Dale Castro – Vice Principal, Waikele Elementary

School Anita Bruce – DOE/NSSB Neil Tomita – DOE/SRB Mary Sobelski – DOE/SRB Lana Mito – DOE/SRB (Student Activities) Michael Barros – DOE/SRB (Voc Ed) Valerie Kurizaki – Teacher, Kapolei Middle School Kathy Nishimura – DOE/SRB (Math) Athony Calabrese – DOE/SRB (Voc Ed) Andres Libed – DOE/SRB/DLTSS (Music) Stephen Kow – DOE/SRB/DLTSS (Computer

Education) Aileen Hokama – DOE Justin Mew – DOE (Science) Anthony Chun – DOE/Leeward SRB Randall Higa – DOE/Safety Debbie Hatada – Vice Principal, Kapolei High School Stanley Seki – DOE/Leeward District Paul Kodama – DOE/Teleschool Gillian Hong – DOE/Teleschool

Gerald Sake – Teacher, Moanalua High School Malia Melemai – RT – Hawaiian Immersion

Studies Russell Yamanouchi – ES/DLTSS/CSAP Glenn Tatsuno – ES/DLTSS (Counseling) Betsy Moneymaker – ES/DLTSS Amy Ng – ES/DLTSS Gracie Matsuo – ES/DLTSS Verna Chinn – DOE/DLTSS Dee Helber – DOE/SSSB Dwight Toyama – DOE/DLTSS (Athletics) Gene Kaneshiro – DOE/School Food Services George Okano – DOE/Transportation Dan Yahata – DOE/DLTSS Bert Yamamoto – DOE/OMS Russell Mau – Hawaii Sound Systems Bob Henniger – Hawaii Sound Systems Don Smith – Alert Alarm of Hawaii Doug Schlief – Alert Alarm of Hawaii Henry Lott – Alert Alarm of Hawaii William Baum – The Audio Visual Co. Ainsley Mahikou – The Audio Visual Co. Patrick Lee – the Audio Visual Co. Karl Yoshida – DOE/RM Larry Gaddis – DOE/NSSB Bernie Asakura – DOE/NSSB Les Goto – DOE/NSSB Ron Sodetani – DOE/NSSB Lance Mitsuda – DOE/NSSB Daijo Kaneshiro – DOE/School Library Services Vickie Kajioka – DOE/Systems Mike Miyamura – Principal, Kapolei Elementary

School Stanley Kayatani – DOE/Kalihi Kai Kevin Boggs – DOE/Dole Middle School Keith Tomishima – DOE/OMS Daniel Hamada – DOE/Kauai District

Superintendent Maggie Cox – Principal, Chiefess Kamakahelei

Middle School Lucretia Leong – DOE/TSS/Library Darryl Galera – Principal, Moanalua High School Ray Minami – DOE/Facilites Branch Jerry Nishida – DAGS/Project Management

Branch Allan Yamanoha – DAGS/Project Management

Branch

EDSPECS for High Schools

Preface iii

Preface

“We Shape Our Schools and Thereafter, They Shape Us.” – Winston Churchill No building type has undergone greater change, in recent years, than the schoolhouse. These changes in the building are, for the most part, the symptoms of changing trends in student learning. As a dynamic reflection of the culture in which we live, the specific educational needs of each community must continually change to meet the demands of the present and to support the projections of the future. So too must facilities for education – rather than being merely a shelter in which the elements of education are delivered and received, they now have become a complete educational tool, capable of supporting a wide variety of learning experiences for citizens of all ages, abilities, and needs. These educational specifications have been developed to permit teachers, staff, students and the community an opportunity to experience a 21st century state of the art educational program within a 21st century facility.

Chapter 1 Introduction

EDSPECS for High Schools Chapter 1: Introduction

General Section 101-1

Chapter 1: Introduction Section 101 – General

“The Educational Specifications and Standards for Facilities” shall control and provide the basic guidelines in the acquisition and development of school sites and in the master planning, designing and construction of facilities for all public schools in the State of Hawai'i.1 This document, referred to as the EDSPECS, was developed to meet the need for a comprehensive guide for consultants, the Department of Education (DOE), the community, other government agencies, and the public in the design and planning of new schools and additions to existing schools.

The EDSPECS are divided into three volumes, for use at each of the three educational levels: elementary, middle/intermediate and high. Although much of the information for school design is the same across levels, the volumes are meant to be used independently. Each volume is categorized into various chapters which provide the appropriate design criteria for a school. To the extent possible, non-technical language is used throughout the guide so that it can be easily understood by all stakeholders: educators, community leaders, parents and students, as well as technical experts in school facilities. A glossary is also included for the many acronyms frequently used within the DOE (see Appendix 2 – Glossary of DOE Acronyms).

END OF SECTION 101

1 Board of Education Policy 6700: Facilities Standards


Background Section 102-1

Section 102 – Background

Originally developed in the 1970s and revised by means of memorandums over the next 20 years, the EDSPECS had gotten very difficult to use and harder to maintain. In 2000 the process began to gather information, validate the needs of schools and comprehensively update the document. New trends in teaching and learning were considered along with technology advances and lessons learned over the history of the DOE’s building program.

END OF SECTION 102


Description of the Educational Specifications Section 103-1

Section 103 – Description of the Educational Specifications

The EDSPECS is a guide for the planning of school facilities that takes into account a collection of objectives relating to the needs of the community, educational goals, policies, processes, and statements of various support programs. In order for a school to meet the needs of a community, questions have to be answered during the initial programming phase. The EDSPECS provides a framework with a process and format for planners to collect and analyze pertinent information such as teaching styles and student learning styles, before moving on to technical facility requirements. This participatory process provides the means of involving educators and the community in acquiring greater knowledge of how everyone uses their facilities, in becoming better informed about the successes taking place in their schools, and instilling a sense of pride and ownership in their school. This document provides the basic data and information essential for a clear understanding of how the physical plant should support instructional objectives. The EDSPECS are intended to be used as a guide when designing and building new schools. When renovating older schools, the EDSPECS shall be used a reference and followed where economically, structurally, and instructionally feasible. In addition to the EDSPECS, all applicable codes and regulations must be followed in the construction of school facilities. These include, but are not limited to: applicable local and State building codes, fire safety requirements, and Americans with Disabilities Act Architectural Guidelines (ADAAG). In many cases, due to outcomes of the design charette process, there will be variances to the standards set forth within this document. Documentation of the decisions made during the participatory charette process is essential. See Section 203 for the Charette Process Guide. When considering formal changes to the EDSPECS, refer to the procedures outlined in Appendix 3 – Educational Specifications Development/Revision Process.

END OF SECTION 103


Format of the Educational Specifications Section 104-1

Section 104 – Format of the Educational Specifications

Each of the three volumes (for Elementary, Middle/Intermediate, and High Schools) is divided into a number of chapters.

Preface: This section provides acknowledgements to all those who assisted in the

preparation of the EDSPECS - with sincere regret and thanks for any names that may have inadvertently been omitted. The preface provides the global framework for why an up-to-date EDSPECS document is important.

Chapter 1: Introduction An introduction to the EDSPECS. Chapter 2: Planning This chapter explains the planning process for the design of new schools

and/or major additions to existing schools. Section 202 – Functional Relationships provides the planning guidelines for site selection and specific guidelines for middle/intermediate schools. This chapter explains the charette process used by the DOE, how to prepare for the process, the participants that should be involved, goals that need to be achieved, the expected products for each phase of the charette, and provides a list of design questions that the consultant may utilize during the process. The EDSPECS are meant to provide a guide to planners in understanding the process and asking and answering the critical variables and questions in the design of educational facilities.

Chapter 3: Guidelines for Spaces This Chapter begins the individual space guidelines of the EDSPECS. Section

301 – Explanation of Section Format provides an explanation of the section template used to describe the requirements of each space. Starting with Section 302 – General Classroom, each space in the middle/intermediate school is given its own section for room data information such as the square foot requirement, a description of the space and its activities, the recommended furniture and equipment, specific technical requirements including acoustic, air conditioning and ventilation, plumbing, electrical, lighting, multi-media and communications criteria, and any special considerations.

Chapter 4: Sustainable Design Criteria Provides the DOE’s philosophy on incorporating sustainable design criteria

within the design of schools. Chapter 5: Acoustic Design Criteria Provides acoustic design criteria for various spaces. Chapter 6: Mechanical Design Criteria Provides mechanical design criteria for various spaces including air

conditioning and ventilation systems and plumbing design. Chapter 7: Electrical Design Criteria Provides electrical design criteria. Chapter 8: Multi-Media Design Criteria Provides multi-media design criteria.


Format of the Educational Specifications Section 104-2

Chapter 9: Safety and Security Design Criteria Provides safety and security design criteria. Chapter 10: Traffic, Bus, and Parking Design Criteria Provides school traffic, bus and parking design criteria. Chapter 11: Landscape Design Criteria Provides landscape design criteria. Chapter 12: Other Design Criteria Provides other design criteria such as graphics and signage design and the

master key system. Appendices: Appendix 1 High School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 1,000 Students Appendix 2 Glossary of DOE Acronyms Appendix 3 Educational Specifications Development/Revision Process Appendix 4 Hawaii High Performance School Guidelines Appendix 5 Life Cycle Cost Calculations Appendix 6 Commissioning for Schools Appendix 7 High Performance Hawaii Classroom Prototypes Appendix 8 Typical Millwork Details

END OF SECTION 104

Chapter 2 Planning

EDSPECS for High Schools Chapter 2: Planning

Planning Guidelines, Site Considerations, Section 201-1 and Site Concepts for High Schools

Chapter 2: Planning

Section 201 – Planning Guidelines, Site Considerations, and Site Concepts for High Schools 201.1 Planning of New Schools

Scope, Timing, Notification: Plans for a new school will show the geographical area to be served, the proposed grade structure, the projected opening date, and the design enrollment.

201.2 Enrollment Guidelines for Planning New Schools

Type of School Minimum Enrollment Elementary 550 Middle/Intermediate 600 High 1,000

201.3 Site Selection Criteria

A detailed study is required before a new school site is selected and acquired. The selected site should meet the following general guidelines (additional criteria may apply depending on specific site conditions):

a. Usable Acreage: To be determined in a case by case basis, using the following as a

guide:

Elementary School 12 acres Middle/Intermediate School 18 acres High School 50 acres

b. Shape: The length to width ratio of the site should not exceed 2.5 to 1. c. Slope: Ideally the campus site should have a maximum slope of 5 percent. d. Hazard Areas: The site should not be in a tsunami inundation zone; a major flood plan; or

a potential landslide area. e. Traffic: The site should not be located in an area hazardous to pedestrian or vehicular

traffic safety. The site should have a minimum of two vehicular access points each on a different side of the property. Location of access points subject to DOE approval.

f. Timing: The school site should be conveyed to the State prior to the start of construction

on the school site. g. Exclusivity: The use of the school site shall be limited to public school and ancillary school

recreational uses. h. Availability of Utilities: Appropriate utility infrastructure needs to be in place prior to the

start of school construction.



201.4 School Land Donated to Meet a Fair-Share Condition

When the DOE is the recipient of a school site to meet a school fair-share condition, the Educational Contribution Agreement between the DOE and the donor of the land shall spell out specific requirements to address subdivision infrastructure, service allocations, easements, land title issues, hazardous waste, and conveyance requirements.

201.5 Site Development Plan

Aesthetic and functional considerations in development of a school site are important to both users and observers. The proper siting of buildings within a good overall campus site plan facilitates and encourages use by students, staff and community; it enhances the appearance of buildings; it is less subject to vandalism; and it can facilitate energy conservation. Thoughtful and imaginative site development is a way of demonstrating respect for the natural environment and its significance in the educational process. Because of the importance of site development, attention should be directed to the following site-related matters:

a. Orientation of the Buildings: The location of the facility should be attractive and should

allow for the desired development of athletic fields, recreational areas, and learning areas. Orientation of the buildings shall take advantage of natural light and minimize distracting early morning and afternoon sun. Proper orientation is essential for both comfort and energy conservation. Windows and doors shall be protected with adequate eave overhangs. Buildings should be sited to take advantage of the prevailing trade winds. Window design should avoid protrusions into the pedestrian paths. The site layout should avoid hazardous entrances on main thoroughfares. Approaches to sites should not require students on foot to cross main traffic arteries or bus and car loading drop offs.

b. Walks: Walkways should be designed to handle the volume and type of pedestrian traffic

anticipated. Walkways should provide accessible, direct, and convenient access to and from each facility at all points of entry and exit. Walks should be free of obstacles and support natural/common paths of travel.

c. Parking: Adequate parking should be well designed for safe entrance and exit of traffic at

peak hours. Appropriate entrances, landscaping and grading shall be provided at all parking areas. Circulation patterns should be analyzed to insure that arrival and departure of students, staff, visitors and service vehicles are separated from bus arrival and departure areas and pedestrian walkways.

d. Bicycles: Safe travel and parking for bicyclists should be provided. A recommended

minimum number of bike racks to provide shall be based upon accommodation of 6 percent of the design enrollment. However, the actual number needs to be verified during design. Bike racks should be located in visibly securable areas near site entrances to keep bicycle traffic away from pedestrians. Exact locations to be determined during design.

e. Lighting: Lighting of the site should be provided to promote safety and enhance the

appearance and security of the buildings. Parking areas, pedestrian walkways, entrances and steps should be clearly illuminated.

f. Flagpole: Every school site shall have a flagpole to prominently display both the U.S. flag

and the State of Hawaii flag. The flagpole should be a minimum of 35 feet high, with a tilting or pivoting base to allow for easy service. The flagpole must meet ADAAG requirements. Actual height of flagpole to be determined during design for proper proportion.



g. Grading: Creative, functional grading of the site can improve the appearance of the buildings and provide screening from noise, wind and other climatic conditions. Use of earth berms, hula mounds, and other earth forms can create areas for performance, gathering or recreational opportunities. Grading design shall include accommodation for safe and proper retention/detention measures per all code requirements.

h. Vegetation and Landscaping: Landscaping should discourage land erosion, mark

boundaries, provide shade and shelter, channel pedestrian traffic, and provide visual and aural screening. Landscaping and vegetation that are clearly marked with signage can establish a learning opportunity for students.

i. Outdoor Learning Spaces: Soil, water, air, rocks, insects, and plant life on the site can

be studied, measured, sampled and experimented with. These features help students learn about the natural environment and its interrelationship with human beings.

j. Gathering Places: Areas where people, students, staff, and community can gather, sit

and socialize should be considered in the site development plan. These spaces should be designed as comfortable and attractive areas allowing for extended use of the school site.

k. Community Use: The site development plan should explore all opportunities for use by

the community. The educational facility and site is a community resource that can operate as such without disrupting the educational program.

201.6 High School Considerations

a. Spaces for High School Students: High school design means structuring a school that is

sensitive to early adolescent characteristics and needs.

Essential elements of a High School are: • Educators knowledgeable about and committed to young adolescents. • A balanced curriculum based on the needs of young adolescents. • A range of organizational arrangements. • Varied instructional strategies. • A full exploratory program. • Comprehensive advising and counseling. • Continuous progress for students. • Evaluation procedures compatible with the nature of young adolescents. • Collaborative planning. • Positive school climate.

In order to meet these elements, school structures should be designed in order to facilitate the following: • Interdisciplinary learning. • Flexible scheduling. • Flexible groupings. • Emphasis on balancing the academics with the affective. • Inclusionary or integrated models for special students. • Advisory programs. • Exploratory programs. • Expanded co-curricular programs. • Active parent and community involvement.



b. Spaces for High School Learning: In High schools, there is a strong emphasis on exploration, outside partnerships, as well as individualized learning. Rooms and buildings should be configured to allow flexible scheduling and flexible groupings. Exploratory spaces should be included to allow middle school students the ability to pursue their interests – both recreational and academic in a variety of areas. The school should be able to foster opportunities for the middle school student to form positive peer relationships within the school environment. Lastly, the school must be able to support parent and community partnerships in order to allow the success of the student’s future.

c. The Environment For Learning: Clearly, the school environment affects learning. A

thoughtful well designed educational setting is a major contributor to the development of appropriate behavior among students.

Environmental Features with the Potential to Enhance Learning:

1. Reflecting the Community:

• Quality facilities permitting the development of ownership and pride by all in the community.

• Dedicated spaces for use by both teacher and parent groups. • Spaces designed to present the community values on a continual basis. • Community use of facilities during after school hours.

2. Adapting to User’s Needs:

• A level of illumination consistent with task and consideration of multi-level illumination (stepped switching) or dimming where tasks will vary.

• Ample storage nearby to learning. • Availability of fixed, semi-fixed, and informal space in every learning area. • Flexible wall arrangements provided for variation in learning. • Natural lighting, use of daylighting and possible use of multi-directional lighting

rather than repetitive and static fluorescent lighting.

3. Spaces to Allow Teachers to be Professionals: • Teacher and Faculty work centers equipped with voice/video and data outlets to

encourage professional development and practices. • Preparation space provided other than the classroom. • Quality conditions that reflect a high priority for education. • Available spaces for teachers to assemble, converse, and coordinate learning

activities.

4. Fostering Communication: • State of the art provisions for existing and future technology. • Walls in every learning area that can be utilized as “learning surfaces”. • Common areas that communicate the philosophy and importance of learning. • Student presentation areas are provided.

5. Creating a Positive Behavior Setting:

• Creating a setting for cultural landscaping. • Creating spaces to permit interaction between students and teachers. • Use of color consistent with desired psychological impact.



6. Accommodating Learning Styles: • A variety of space for hands on learning in every content field. • Arrangements for student groups for both assigned and informal student

activities. • Places for students to do individual work rather than at a desk. • Spaces for a variety of teaching methods.

END OF SECTION 201


Functional Relationships Section 202-1

Section 202 – Functional Relationships

The following matrix provides a guide to the designer for proximity relationships of various spaces. It should be used as a starting point for discussions during the design process. See also the Special Considerations subsections in Chapter 3 for more specific information. Final relationships to be determined during design. High School Relationship Matrix 1 = ADJACENT 2 = NEAR 3 = ACCESSIBLE 4 = NO RELATIONSHIP

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Administration/Adult Ed 1 3 3 4 1 3 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 4 2 4 4PCNC 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 3Counseling 4 4 3 4 4 4 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 4 4Student Activities 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2Before/After School Prog.* 4 3 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 4 4 3Health Services 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 2 4 4Food Service/Dining 4 4 3 3 3 3 4 3 3 3 2 2 3 3 3 2 3 4 4 2 4Library/Information Res. 1 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 4 4 3Technology Instruction 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 4 4 3Language Arts 1 1 1 1 2 1 2 3 2 2 4 4 3 3 2 4 3 2Social Studies 1 1 1 2 1 2 3 2 2 4 4 3 3 2 4 3 2Mathematics 1 1 2 1 2 3 2 2 4 4 3 3 2 4 3 2Science 1 2 1 2 3 2 2 4 4 3 3 2 4 3 2Instructional Commons 2 2 1 3 2 2 2 4 1 1 3 4 3 3Health 1 2 3 2 2 1 2 2 3 2 4 3 2Breakout Rooms 1 4 2 2 4 4 1 1 3 4 3 4Art 3 2 2 3 4 2 2 2 4 3 2Music 2 2 3 3 3 3 2 4 3 3Special Ed. Self Contained 2 3 4 2 3 2 3 3 2Special Ed. Resource 3 4 2 3 2 3 3 2Physical Education 2 4 4 3 4 3 3Gymnasium 4 4 4 4 3 4Family & Consumer Science 2 2 4 3 3Industrial Technology 2 4 3 3Faculty Center 4 3 3CSSS 4 4Custodial Service Center 4Co-curricular Area* Number and location of Before and After School Programs are site specific

END OF SECTION


The Charette Process Guide Section 203-1

Section 203 –The Charette Process Guide

This Section provides a general overview of the entire charette process, participants, and goals. 203.1 Introduction The DOE’s Charette Process is a series of focused planning and intensive on-site decision-

making sessions to design new schools or to design major renovations to existing schools. A team of interested “stakeholders” concentrates their efforts and energies on specific design problems and arrives at solutions during these sessions. The charette process accomplishes four main goals: (1) It provides an opportunity for all those influential to the project to develop a common vested interest in the design and support its vision; (2) The input of all the players is gathered during these sessions so that prudent decisions can be made. This minimizes future redesign which is costly and can delay the process of conventional planning and design projects; (3) The team members work in a complementary fashion to produce a set of documents that address all aspects of design; and (4) A better product is produced more efficiently and more cost effectively because of this collaborative process.

203.2 Background The term “charette” originated in France and comes from the French word for a small-wheeled

cart, a “charette”. This particular usage of the term is from the Ecole des Beaux-Arts, a famous Parisian architectural school. When an architectural student’s work was due, a cart (or “charette”) came through the student communities to collect project drawings and take them back to be judged. Students were often unfinished with their drawings, so they got on the cart to finish their designs in a very concentrated effort. They were “on charette.” To this day, designers working intensely on a project often say they are “on charette.” Thus, the Depart-ment of Education has adopted this term for the process of producing quality conceptual designs in a timely manner.

203.3 Purpose The following description of the charette process is to provide designers with a guide to follow

and to provide detail and specific procedures and processes to be followed, without being too prescriptive. The good points are highlighted to avoid missteps. Participants should be able to use this information to determine their roles and responsibilities.

203.4 Benefits There are many benefits to this process which are:

• Customer satisfaction • Validation of scope • Consensus of design decisions • Functional design product outcome is formulated • Stronger design resulting from consideration of multiple perspectives from the various

stakeholders



203.5 Participants and Responsibilities 203.5.1 The Project Delivery Team The project delivery team shall consist of the architect and his consultants. Consultants shall

include the mechanical, electrical, structural, and civil engineers, and landscape architect. Specialty consultants could include the food service consultant, traffic engineer, soils engineer, cost estimator, sustainable schools design consultant, and others. The decisions on what consultants to invite shall be the responsibility of the project delivery team in order to formulate a complete project.

203.5.2 The Facilitator The Facilitator is the impartial third party charged to assist the project delivery team in the

charette process. The Facilitator conducts the actual event and monitors the completion of the final documentation after the charette. It is critical that the facilitator understands the design process, the educational process, as well as having group dynamics and leadership skills. Keys to a successful charette depend on the facilitator’s ability to remain neutral on issues, ability to solicit input from all parties, and management of the time and resources of the event. Due to the strenuous process that the charette entails, it is important the facilitator has the ability to maintain the stakeholders’ interest over extended periods of time.

203.5.3 The Task Force Early in the process, a Task Force should be formed to represent the stakeholders of the

project. The Task Force members may include students, parents, teachers, school adminis-trators, staff, community and business people others responsible for representing the community’s ideas for the school. They would report back to their respective role groups on the progress of the plans. It is important that as many people as possible are aware of the decisions made and the progress of the developing plans.

203.5.4 Steering Committee The Steering Committee consists of a smaller group of people who will represent the role

groups of the Task Force and the Facilities Development Branch who will participate in the actual charette process on a full-time basis. This body is responsible for making all the design decisions throughout the charette sessions and will report back to the Task Force and the community at large.

203.5.5 Ad Hoc Educational or Curriculum Committee The Ad Hoc Educational or Curriculum Committee is comprised of teachers, educational

officers, and other DOE and non-DOE specialists with content knowledge, commitment to excellence in the classroom, knowledge of innovation and new concepts for learning, and competence in various other areas that effect/benefit the educational environment. They serve in an advisory capacity, providing input and recommendations to the Task Force and Steering Committee on curriculum issues and spatial functionality during the design charette.



203.5.6 Student Representatives The ultimate users of any school are the students. Student input on desired learning

environments is important. The student representatives shall participate in the charette process on a part time basis to provide input and critique the progress of the plans.

203.5.7 Government Agencies Representatives from other government agencies may be invited to participate in the charette

process. Selected agencies concerned with the approval process should also be included in the process. These would include but not be limited to both State and City agencies.

203.5.8 Empowerment and Commitment of Time The quality of the final charette product depends on having full participation and commitment of

dedicated members. Selected participants need to keep in mind a vision for the whole educational environment and be empowered to make clear decisions for their portion of this process. Likewise, all should understand and agree that the success of the charette depends in a large part on committed participation and a willingness to seek what is best for the total school. It is critical that all be available throughout the entire charette to ensure their involvement in the development of the history of the project and for productive and timely decision making.

203.6 Charette Products The ultimate product coming from a DOE design charette is a conceptual or pre-schematic

plan for the school. In effect, this plan becomes the basis for the master plan of the school. The project delivery team shall produce a Final Charette Report. This report would include the following:

a. An executive summary b. A description of the entire community design process for the particular project, including a

list of participants c. Program planning requirements which would consist of the following:

• Background of the project • Proposed budget and square footage parameters • Project site and location maps • Access (vehicular and pedestrian) and parking/loading • Noise control • Security

d. A description and summary of each of the charette sessions held. This description should

include narratives and pre-schematic drawings. e. Conceptual plans for the following areas:

• Architectural site and floor plans • Simple furniture layouts to depict scale and interior concepts where needed. • Civil plans to address grading and drainage, water and wastewater, roadways and site

access. • Landscape plan – description of proposed planting and irrigation system • Structural assessment for foundation, floors, wall and column systems • Mechanical plan – description of fire sprinkler and air conditioning systems when

appropriate, and plumbing system



• Electrical plan – description of electrical system, technology infrastructure, telephone system, cable television system, exterior lighting system, interior lighting system, fire alarm system, and security alarm system provisions.

f. Cost estimates. g. Exterior elevations and sections to show architectural character. h. Conclusion. i. In addition to the Final Charette Report, the project delivery team shall produce

presentation sized colored drawings which illustrate the site plan and capture the vision and character of the school.

Appendices to include the following:

• Facilities Assessment and Development Schedule (FADS) • Comparison of the FADS and any revised proposed space allocations (record of trade-

off SF) • Traffic studies (if any) • Basis of design for architectural, civil, landscape, structural, mechanical and electrical

consultants and any other specialty consultants • Charette session notes • Project news articles (if any)

203.7 Process Diagrams Diagrams are provided in Section 206 – Process Diagrams that explains how charettes are

started and when selected events most often occur in the typical process. They can be used to assist the project delivery team and all working groups to recognize their roles within the process. The chart also provides the planner and facilitator with the desired outcomes and goals expected by the DOE during the charette process.

END OF SECTION 203


Preparation for the Charette Section 204-1

Section 204 – Preparation for the Charette

This section explains how to prepare for a charette and the responsibilities and duties of the participants.

204.1 Introduction The key to a successful charette is the amount and focus of the pre-preparation. This process

consolidates key decisions into the early stages of the design timeline instead of waiting for them to happen over the normal course of the design.

204.2 Selection of the Facilitator and the Pre-Process A critical element of the charette process is the selection of a qualified educational facilitator.

Also critical is the identifying of all the participants, determining the location of the charette, agreeing on the length of commitment and obtaining adequate pre-charette information to allow for careful planning the charette sequences.

204.3 Responsibilities and Duties The following duties, information and responsibilities should be decided upon before the

charette proceeds: • DOE’s development of an educational program when appropriate. • Consultants’ (Delivery Team) review/study of educational program prior to start of charette. • Define the purposes/goals of the charette. • Gather information for the charette. The project manager or architect should gather

sufficient information for the design team. These would include but not be limited to any topographic information on the site, utility requirements, zoning and land use data, traffic studies and impacts, climate, geographical information etc.

• Understand and have the DOE FADS table available. • Develop a charette timetable. • Listing of the participants and facilitator. • Contact and have available all consultants.

204.4 Empowerment All charette participants need to be empowered to make decisions for their portion of the

process. Those attending the charette, which is usually the steering committee, are representing their organizations for the critical decisions pertaining to their school. The final charette product should be considered a quasi-contract and any changes made after the charette can only be made with the expressed approval of this steering committee.

END OF SECTION 204


The Process Before and During the Charette Section 205-1

Section 205 – The Process Before and During the Charette

This section explains the steps that should be done during the actual charette and the goals that should be reached at the conclusion.

205.1 Prior to the Charette

Prior to the charette, there should be community notification of the proposed project, a description of the charette process, and opportunity for input and involvement in the charette process if they choose. This would most likely be in the form of a public meeting.

205.2 Introduction

Charettes are led by an experienced educational facilitator. All start with introductions and an understanding of the roles and responsibilities and overview of the project requirements. Open and honest communications is balanced between intensive design solution study and decisive decision making. There are no “stupid” questions. It is crucial that the charette delivery team understands that their primary goal is to collaboratively solve a problem and to reach a conclusive design agreement on the strength of teamwork in a short compressed time.

205.3 Goals and Milestones During the Charette

Although the organization and length of the charette is usually set up by the facilitator, it is important that the following milestones are reached and discussed: • Exploration of the learning context, learning strategies, learning expectations, learning

process, learning organization and learning environment for the school. • Thorough understanding and development of the site concept. • Thorough understanding and development of the building concepts. • Development of the conceptual design and master plan. The length of time necessary to accomplish the above tasks is determined by the complexity of each project and the experience of the facilitator.

205.4 Charette Products

At the conclusion of the charette, a Final Charette Report and presentation documents are produced. These should include but not be limited to the following: • A colored campus architectural site plan. • Floor plans, sections, and exterior elevations. • Simple furniture layouts to depict scale and interior concepts where needed. • Renderings to capture the vision for the school • Civil plans which would include a grading and drainage plan, water and wastewater plan,

and roadways and access to the site. • Landscape plan. • Structural plans showing the building foundations, floor, walls and columns and roof. • Mechanical plans that describe any fire sprinkling, air conditioning and plumbing systems. • Electrical plans that describe the electrical system, technology infrastructure, telephone

system, cable television system, exterior and interior lighting systems, fire alarm system, and security alarm system provisions.

• DOE FADS schedule. • Comparison of the DOE FADS and revised space allocations. • Basis of design for all disciplines • Any other specialty studies, session notes etc.


The Process Before and During the Charette Section 205-2

205.5 Community Outreach

At the conclusion of the charette, the whole team should prepare a presentation to the community. This is intended to show “universal” commitment to the project and to solicit any community comments. A suggested outline for this presentation could include: • A brief project scope, requirements and functional diagrams. • Explanation of the vision statement for the school. • Design concepts – exhibit all the drawings and notes generated during the charette. • Presentation and explanation of the site plan. • Presentation and explanation of each building. Exhibitor may present the floor plan,

exterior elevations, and sections of the specific building being discussed. • Summary and explanation of what the future holds.

Each person on the steering committee as well as the project delivery team may be tasked to present a specific topic.

END OF SECTION 205


Process Diagrams Section 206-1

Section 206 – Process Diagrams

This section presents diagrams to graphically describe various processes that are utilized during the charette and design.

206.1 The Charette Process Diagram

Prior to the start of a charette for a new school, the DOE Facilities Development Branch facilitates the development of an educational plan with the district and local community stakeholders. The plan sets out the vision and mission for the school, and describes agreed upon curriculum focus areas, optimum instructional strategies and delivery methods, guidance for instructional settings, administrative areas, and support functions, and the desired overall general characteristics of the school.

Outline of Educational Plan

Vision (Example) __________________ High School where learners are inspired to explore

• Mission

(Example) Together we will: 1. Cultivate a safe, nurturing and rich environment through interactive

partnerships and symbiotic relationships 2. Engage in a dynamic, responsive curriculum to produce life-long

learners 3. Unify a sense of community pride by fostering partnerships

throughout the community 4. Be receptive to technological advancements while encouraging

the growth of positive, productive citizens.

• General Instructional Needs • Specialty Curriculum Focus Areas • Special Education Needs • Student Center • Student Activities • School / Community Connections • Administration • Library / Resource Center • Dining / Cafeteria • Outdoor Areas • Safety and Security • Other Considerations

The following diagram outlines the charette process and highlights the participants and goals for the various steps.



CCHHAARREETTTTEE PPRROOCCEESSSS DDIIAAGGRRAAMM

SSIITTEE AANNAALLYYSSIISS • Circulation • Topography • Street Access • Soil Analysis • Utilities • Sun Orientation

DDEEVVEELLOOPP DDEESSIIGGNN FFRROOMM EEDDUUCCAATTIIOONNAALL PPLLAANN

WWEEEEKK OONNEE

Steering Committee

• Educational Philosophy Discussion • Functional Relationships Discussion • Educational Concept Diagram

Final Goal• Conceptual Site Plan/s

WWEEEEKK TTWWOO Steering Committee

• Site Design Concept • Building Design Concept

Final Goal• Building Facility Design/Refined Site Plan

WWEEEEKK TTHHRREEEE Steering Committee

• Final Design Concept • Refinement of Building Design

Final Goal• Building Facility Design/ Final Site Plan

CCOONNCCEEPPTTUUAALL DDEESSIIGGNN • Finalization of Charette Products

• Identification of Next Steps Environmental Impact Statement/ Environmental Assessment

SITE SELECTION

Consultants Architect

Civil Engineer Archeologist

Traffic Engineer Soils Engineer

Site Survey Cost Estimator

Mechanical Engineer Electrical Engineer

Specialty Consultant

Review • Engineering Review • Single Line Plan • Massing Study • Code Analysis

Review • Refine Plan • Presentation Drawings • Initial Cost Estimation

Presentation •Master Plan Pre- Schematic Design •Value Engineering

Overview Concept Site Diagram to scale

DEVELOPMENT OF EDUCATION PLAN



206.2 The Facilities Design Process Diagram

This diagram outlines the design process for a school facility. The diagram illustrates the pre-planning, pre-design activities, schematic design, preliminary design, pre-final design, final design, bidding process and construction and completion of the project. The consultant and the DOE will coordinate these activities.



FFAACCIILLIITTIIEESS DDEESSIIGGNN PPRROOCCEESSSS DDIIAAGGRRAAMM (Involving DOE, User, and Consultants)

D Development of Educational Plan

Step 1: Creation of Task Force Step 2: Collection of Input from All Interested Parties Step 3: Selection of Steering Committee Step 4: Finalization of the Educational Plan

Pre-Design Activities

Step1: Decision on Design Process

Step 2: Development of Scope & FADS Based on Educational Plan

Step 3: Initiation of Project - Consultant Selection - Facilitator Selection if Needed

Conceptual Design DevelopmentImplementation of Charette or Standard Design Process

Proceed Through Design Development

Proceed through Bidding Process 1. Allotment Request for Construction Funds 2. Advertise 3. Bid Opening 4. Bid Award 5. Notice to Proceed (NTP)

Completion Date anticipated 1. Pre-final Inspection and Creation of Punchlist 2. Final Inspection 3. Completion of Punchlist 4. Turn Over to DOE 5. Certification of Occupancy

Step 1: Schematic - Code Requirements, Specific Locations, Step 2: Preliminary Design - Last Relocation of Elements or Modifications Step 3: Pre-Final Design - Specific Detail Development Step 4: Final Design - Ready for Bidding

General/ Abstract

Specific/ Finite

Det

ail

Des

ign

Form

Func

tion

Prog

ram

s

Philo

soph

y



206.3 Educational Specifications Development Process This diagram explains the process that will be used in implementing any changes to the Educational Specifications. See Appendix 3 – Educational Specification Development/ Revision Process for diagram.

END OF SECTION 206


Program and Academic Support Elements and Design Section 207-1

Section 207 - Program and Academic Support Elements and Design

Concept Development Sequencing Guide This graphically itemizes the planning process and the milestones achieved on a step by step basis. Participation Strategy Philosophy Educational Concepts Management Concepts Facility Design Concept Site Design Concept Final Design Concept In developing the final design concept, there are a number of important questions that the planner or architect should ask during the planning process. The planner may expand on this list with additional questions depending on the specifics of each particular project



PARTICIPATION STRATEGY Organization

What expertise is appropriate?

What community participation is appropriate?

Who are the participants? Who participates in the task force and steering committee?

Schedule

What is the schedule for completion? What milestones are anticipated?

Location

Where should each event take place?

Who should participate in each event?



PHILOSOPHY Educational Philosophy

What are the goals of this school? What are the elements of this school that support these goals?

Who are the participants and what are their characteristics?

What are their learning styles?

What alternative learning models are applicable?

What unique programs are appropriate?

How are elective elements incorporated?

How will applied arts and sciences be incorporated into the design?

Organizational Structure

What are the group sizes?

What are appropriate academic groupings?

Are there areas of special emphasis?

How can faculty and staff be used as mentors or for reference?

Administrative Concept

What are administrative roles and responsibilities?

How is educational leadership provided? How is staff involved with students?

What internal staff interaction is anticipated? Educational Concept

What are the goals of this school? What are the curriculum elements that support these goals?

How should they be presented?

What is the academic organizational concept?

How does administration play a role? How will selection and placement of electives support desired interaction?

Community Involvement

How is parent interaction encouraged?

How are businesses and other resources to be accommodated/involved with the school?

What community services are to be accommodated?

What inter-governmental programs are anticipated?



THE FACILITY DESIGN CONCEPT Site and Context

What are the influences of the community’s characteristics?

What are the impacts of the site’s physical characteristics?

What historic significance of the community can influence design?

Are there opportunities to incorporate cultural elements into the design? What are the adjacent traffic and circulation patterns influences?

What opportunities does the site configuration provide?

Physical Environment

What lighting quality should be achieved?

How will daylighting or natural lighting be incorporated?

What acoustical strategies will be incorporated?

What air quality strategies are anticipated? Social Environment

What social grouping sizes should be encouraged?

What social spaces should be incorporated? Psychological Environment

What color ranges are appropriate?

How important are textures and how should they be used?

Technology

How will technology be used in the learning environment?

How will changes in technology affect the design?

Support Systems

How should food services be presented?

How can maintenance be made more efficient?

How can maintenance be used in the educational process?

Administration

How can the office staff be involved in the educational process?

What is the relationship between administration and the entry to the school?

Media and Information Center

How should staff be involved in the educational process?

Function Concept Diagram

How should the academic areas be arranged?

How should administrative areas be arranged?

How should support service areas be arranged?

How can interaction between the parts achieve more for the school?



THE FACILITY DESIGN CONCEPT (Cont'd)

Validate Concept Diagram

How does arrangement meet the educational goals?

How does arrangement meet the administrative goals?

How does arrangement meet the support system goals?

How does arrangement meet the students’ social needs?

How does arrangement support energy efficiency?

How does arrangement provide flexibility?

How does arrangement accommodate future options?

Refine Concept Diagram

What adjustments are necessary to enhance curriculum delivery?

How can efficiency be improved?

END OF SECTION 207

Chapter 3 Guidelines for Spaces

EDSPECS for High Schools Chapter 3: Guidelines for Spaces

Explanation of Section Format Section 301-1

Section 301 – Explanation of Section Format

To assist the planner, Chapter 3 – Guidelines for Spaces provides a description of each specific space within a school in a standardized format. All of the Sections in this Chapter, starting with Section 302 - General Classroom follow the same format to present the requirements of a space. Each Section in Chapter 3 – Guidelines for Spaces is divided into the subsections described below. If the component contains more than one type of space/classroom with differing requirements, then the different space requirements are listed separately within the respective subsections. Section numbers have been reserved for the development of future components. a. Classroom Area or Area: The square foot requirement for a particular space is indicated.

The user is also directed to check the latest update to the FADS (Facilities Assessment and Development Schedule) which may be updated on a separate basis from the EDSPECS.

b. Program Description and Philosophy: For each space a program description and philosophy of what is taught in the space is presented. Various activities that occur within the space are described. This write-up provides the designer with background information to give an idea of how to design and plan the room layout.

c. Space Description: Provides a general description of the major items required in this space. This information is intended to help the designer with an overall understanding of how the space will function. Reference is made to two websites, one for State furniture ("C" and "P" items see paragraph 5. below) and one for DOE equipment listings ("E" items see paragraph 5. below), which should be reviewed for sizes of the various furniture and equipment items.

d. Built-Ins: A chart is provided listing the built-in items that are Contractor Furnished and Contractor Installed (CFCI items). Written descriptions are provided for all the items. Details have been included for some of these items and are located in Appendix 8 - Typical Millwork Details. If it is possible to substitute non built-in items for some of the built-ins this would be noted in the description column.

e. Non Built-in Furniture and Equipment: A chart is also provided for Non Built-in items. The items are listed as “CFCI,” “C,” or “P” items. “CFCI” items are Contractor Furnished/ Contractor Installed items that are in addition to the built-in items listed in the previous chart. “C” furniture items are position related (i.e. every staff member is provided with a desk, chair, and file cabinet) which need to be purchased with Cash/operating funds. “P” furniture items are initially purchased with project funds/bonded money and are typically student related. It is important for the designer to review the current on-line furniture price lists for specific manufacturer's information (URL addresses are available from DOE's Procurement Branch). Equipment or “E” items are typically not listed on the chart as the annually updated list can be found on the DOE’s website, (URL address provided in Space Description, subsection 3XX.3 in the various Sections in Chapter 3 - Guidelines for Spaces). It is important for the designer to review the current on-line list and coordinate all “E” items that have space implications or construction requirements.

f. Room Data Information: The materials and finishes for the space are listed here along with any special door or window requirements.


Explanation of Section Format Section 301-2

g. Utility and Room Data Requirements: A more detailed description is provided in this subsection of specific items such as electrical, plumbing, communications, lighting, air conditioning and ventilation, acoustics, safety, and security criteria for each space.

h. Special Considerations: Any special considerations for a space are listed here.

END OF SECTION 301

Instructional Spaces


General Classroom Section 302-1

Section 302 – General Classroom

302.1 Classroom Area 980 SF See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to General Classroom area. The core class concept is usually comprised of three general classrooms and a science classroom.

302.2 Program Description and Philosophy

In recent years there has been an increased emphasis on the design of classrooms to make use of instructional technologies to enhance the learning environment. In 1996, the National Association of Secondary School Principals, in partnership with the Carnegie Foundation, published a document called Breaking Ranks: Changing an American Institution. It recommended that the high school be restructured to respond to the powerful socio-economic changes that buffet the world today, prepare the youth of America for success in the real world and, in doing so, to contribute to the betterment of the nation in the 21st. century. With this in mind, classrooms should be designed to foster interdisciplinary team teaching and provide learning spaces that can personalize the student’s learning experiences by focusing on the students’ strengths and assets. When applying a classroom arrangement to support the core classroom concept, often three general classrooms and a science classroom are clustered together/adjacent to each other.

Activities: The classroom should be flexible enough to: • Support the use of multi-media and technology devices to enhance the learning. • Allow the teaching of many varied programs. • Allow community use. • Accommodate both dependent and independent learning.

302.3 Space Description

Within each general classroom the total area shall provide space for teachers to design large group, small group, and individual instructional areas to allow for a variety of curriculum activities, with ease of student movement from one activity to another. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tack board space, and space for mounting a television (or locating a television on a cart). Additional whiteboards and tackboards need to be strategically located on other walls of the classroom. Adequate reserve space shall be provided for display and storage of student work. Provide the suggested location for the movable teacher storage cabinet when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 302.5 Non Built-in Furniture and Equipment. Additional equip-ment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



302.4 Built-ins

Built-ins for General Classroom

Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets.

2 Tall Storage Cabinets

4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Lockable storage closet is an option.

4 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 3 - Bookcase.

Chart Paper Storage Case

54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Appendix 8 - Typical Millwork Details, Detail 4 - Chart Paper Storage Case.

Instructional Surfaces

Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type.

Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. All boards to be 4 feet in height.

Television and VCR Mounting Bracket

Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Locate bracket away from circulation paths. Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design.

Mounting for Projection Screen

Provide wall or ceiling mount for a 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.



302.5 Non Built-in Furniture and Equipment

Furniture & Equipment for General Classroom

No. Req’d Item Dimensions

Legend: CFCI = Contractor Furnished / Contractor

Installed SFSI = State Furnished / State Installed –

these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project Purchase) E = Equipment (see current website)

Provided By: L W H CFCI SFSI Description / Comments

1 Teacher Desk With L–Return

66” 48”

30” 24”

30” C Verify Printer location on L-Return

1 Teacher Chair on Casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C

Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design.

28 or

Individual Desk 26” 20” adj. P With book box below

14 or

Two Pupil Desk 48” 24” adj. P With 2 book boxes below

28 Individual Tablet Arm Chair Desk

P Verify size with manufacturer

Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table – Rectangular 72”

72” 30” 36”

adj. adj.

P P

Table - Round 48” dia. adj. P Table - Trapezoidal 30”

30” 30” 60”

adj. P

36 Student Chair 18” P For Student Desks & Tables. Reduce no. to 8 if Tablet Arm Chair desks are selected

6 Student Computer Chair adj. P On casters, verify during design

6 Student Computer Workstation 36” 30” 30” P May consider built-in counter in lieu of furniture

1 Movable Teacher Cabinet 48” 28” 66” P For YRE-Multi-Track Schools



302.6 Room Data Information a. Finish Information:

Floor: VCT or sealed concrete Base: Rubber/vinyl or wood Walls: Painted CMU or painted gypsum board (double layer for durability and to

meet acoustical separation requirements) Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved)

b. Fenestration: Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a

solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac).

Follow recommended daylighting guidelines. Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.)

302.7 Utility and Room Data Requirements

a. Acoustics:

1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.

2. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51.

3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90.

4. See Acoustical Design Criteria for additional requirements. b. Air Conditioning and Ventilation:

1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems.

2. Provide individual thermostat control with range set points in each air-conditioned classroom. Locate thermostat near teacher station. Verify need for lockable protective thermostat cover during design.

3. See Mechanical Design Criteria’s for additional requirements. c. Plumbing:

1. One single compartment, large (31” x 22” x 6”D) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet and solids interceptor. Cold water only.

2. Provide accessible drinking fountains within reasonable distance to classrooms; locate in common circulation area on all floors – high/low type. If area is secured provide electric water coolers in place of drinking fountains.

3. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room.

4. See Mechanical Design Criteria for additional requirements.



d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

two computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated

homeruns for these five circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD

projector. Location to be determined during design. (b) Provide one duplex outlet near the TV mount.

5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

e. Lighting:

1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance.

2. Fluorescent lighting with multi-level and/or zoned switching. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications:

1. Two way intercom in classroom with a speaker above the main instructional board with communication between classroom and administration. Locate call button near teacher’s desk.

2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide multi-media outlets with conduit and data cabling at each permanent computer

station 6 for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

4. See Multi-Media Design Criteria for additional requirements.

302.8 Special Considerations:

Items to consider during design: a. During the design phase, the general classrooms may be re-configured/combined to create

more of a “studio approach” or "cluster" through the use of operable walls to provide learning environments that accommodate a variety of student groupings.

b. The access to water, accommodation of student computers, and handling of larger number

of students have become key components of the general classroom setting. Verify need for sink per classroom during design.

c. Programs Taught in the General Classroom

See following attachments: • Attachment 1 - Language Arts • Attachment 2 - Mathematics • Attachment 3 - Social Studies • Attachment 4 - World Languages


Language Arts Section 302 (Attachment 1)-1

Section 302 (Attachment 1) - Language Arts A. Program Description and Philosophy

The Language Arts program encompasses the acquisition of listening, speaking, reading, writing and thinking skills, and the study of literature and language, so that the student will develop the ability to communicate in both oral and written forms, to appreciate literature, and to understand language systems within a broad perspective of communication. Activities:

Students will sometimes work alone, sometimes in small groups and sometimes as a whole class. Within the groups, they will read published stories and their own compositions to each other, listen to tapes and watch films, develop group dramas, discuss stories read, and participate in other activities conducive to enlarging their knowledge, skills, and appreciation of the Language Arts. The teacher will encourage optimum individual initiative, with students doing individual assignments such as writing a paper or conducting research in class, and small-group assignments such as participating in round-table discussions, working on special projects, and rehearsing dramas.

B. Space Description

The Language Arts program is taught in the General Classroom. Space should be provided within the general classroom for (1) individual group work areas, (2) storage for resource materials and equipment, and (3) a teacher station convenient to both resource materials and students. See Section 302 - General Classroom for space requirements.

END SECTION 302 (Attachment 1)


Mathematics Section 302 (Attachment 2)-1

Section 302 (Attachment 2) – Mathematics A. Program Description

The Mathematics Education Program provides learning experiences for all students to enable them to meet the 14 mathematics standards of Hawaii Content and Performance Standards II. The mathematics content standards are clear, broad statements that identify what all students should know about mathematics and be able to do using mathematics in order to make sense of the world around them. The fourteen mathematics standards are organized in five content strands: Number and Operation; Measurement; Geometry and Spatial Sense; Patterns, Functions and Algebra; and Data Analysis, Statistics, and Probability (see Standards at a Glance in the Mathematics Content Standards document). The mathematics process standards of Communication, Connections, Problem Solving, Logic and Reasoning, and Representation should be addressed and thoughtfully incorporated throughout the mathematics curriculum via instruction. The General Learner Outcomes are linked with these process standards and should also be emphasized in instruction. Each of the mathematics standards are further benchmarked for the following grade-level clusters: K-1, 2-3, 4-5, 6-8, and 9-12. The benchmarks indicate what is developmentally appropriate content knowledge and skills by the end of each grade-level cluster. The benchmarks further serve to translate the content standard into an expectation appropriate for students within the grade level cluster (See Mathematics Content Standards document). Instructional experiences designed to help students meet these mathematics standards will provide students with opportunities to engage in learning that supports their movement towards meeting the following mathematical goals:

• To acquire and value mathematical literacy and fluency. • To develop cultural literacy. • To become confident problem solvers. • To communicate mathematical ideas verbally, in writing and through mathematical

representations to various audiences. High school courses should enable students to meet all 14 mathematics content standards and related performance standards. School math departments should engage in a process that results in a school plan that ensures that no matter what course sequence students take they will have opportunities to demonstrate proficiency in all of the standards. Program Activities:

Students should have opportunities to work in flexible groups, i.e., large group, small groups, or individually as appropriate. This will sometimes require table arrangements where 4–6 students may need to work with manipulatives or where individual students may need to do work on a chair with attached desk. The teacher may need to move among students to assess progress, clarify concepts, and provide small group or individual instruction.


Mathematics Section 302 (Attachment 2)-2

Instructional tools and manipulatives, some for each student such as calculators and some for total class instruction such as an Elmo, overhead projector and/or video camera, will need to be stored in cabinets. The Elmo, overhead projector and video camera will need either projection screens or televisions (possibly multiple TVs hung from ceiling) in each room. This will allow for group presentations, and with the video camera and televisions, will allow for presentations to be made from a table rather than requiring students to gather their things and move to the front of the room. Teachers should also have access to other technology such as power point for class presentations. Classrooms should be designed to also allow for multiple classes meeting together, especially to facilitate integrated (multiple content integration) instruction. There should also be open, common areas in proximity to math classrooms to facilitate projects and investigations where students could work outside to do various mathematics (i.e.., measurement) activities. Students may also need to work on computers to do research, data base entries, and word processing. These tools should be readily accessible to students via multiple stations (6) or individual desk stations.


See Section 302 - General Classroom for space requirements.

END OF SECTION 302 (Attachment 2)


Social Studies Section 302 (Attachment 3)-1

Section 302 (Attachment 3) - Social Studies

A. Program Description The Social Studies Program in the high school involves students in exploring the historical, geographic, cultural, economic and political dimensions, and linkages of their local community (from local community to US and the World). They learn social studies by engaging in the roles and behaviors of historians, geographers, anthropologists, etc. The focus is on honing an ever increasingly sophisticated knowledge of concepts such as justice, equity, democracy, collaboration and cooperation and processes such as more sophisticated problem-posing and solving, decision-making and conflict-solving.

Goals: The social studies curriculum empowers learners to be informed and reflective thinkers, responsible and active citizens, productive and self-reliant members of society, and empathetic and ethical individuals by enabling learners to develop: • Civic responsibility and the skills of a participatory citizenry; • Perspectives on their own life experiences so that they see themselves as makers

and shapers of the larger human adventure in time and place; • Critical understandings of the history, geography, economic, political and social

institutions, traditions and values of the United States as expressed in both unity, diversity and interdependence;

• Appreciation of the global diversity and interdependence of the world’s people, institution traditions, values and environment; and

• Critical dispositions and habits of mind appropriate to the world of work and lifelong learning.

Program Activities:

The learning environment in social studies classes focuses on students and teachers as caring and responsible human beings and on their proficiency as critical thinkers, inquirers, and imaginative problem solvers. Learning approaches, methods and activities focus on learning as a social process which begins and proceeds with curiosity and inquiry. The learning activities focus on significant themes and concepts that allow for integration and interdisciplinary studies; current events and contemporary issues are integral parts of the curriculum and instruction. Learning activities emphasize development of in depth understanding through analysis questioning, synthesis, self-reflection, self-evaluation, and application of skills and knowledge to real life problems and experiences. Students are actively involved in their own learning. They are encouraged to investigate and formulate questions about problems and issues of personal relevance and importance. Teachers facilitate the connections between the students’ interests, curriculum, and the HCPSIII. Students are learning in cooperative, collaborative partnerships as well as in individual settings. Students with support of teachers set individual and group learning goals, establish criteria and are accountable for them. Students investigate issues using the tools and methodologies of the social scientists. Students develop global perspectives and empathy by identifying patterns, tracing cause and effect relationships and solving problems. Students interact beyond the classroom and school via use of telecommunications and personally interact with broader community members through service learning, civic action, and stewardship projects.


Social Studies Section 302 (Attachment 3)-2

Discernible Trends:

The Social Studies are for life-lifelong, life-sustaining and life-enhancing. The trends in social studies include viewing the world globally and multi-culturally. Students today need to practice and engage in democratic citizenship rather than simply studying about it from a textbook. Themes and issues and depth of understanding are encouraged rather than chronology only and wide coverage. A variety of materials and resources are utilized through which students construct their own knowledge and make meaning for themselves. Integration is encouraged and connections from past to present and present to past and future are emphasized. Collaboration includes not only students working together but working with the teacher to determine the best ways to evaluate learning.


A general classroom may be required to accommodate more than 28 students on occasion and a teacher (possibly educational aides, family volunteers, tutors, etc.). Space for individual, small and plenary groups, space for presentations and displays, storage for material resources, student works and tools of the social studies (maps, globes, primary documents, display boards, computers, measuring tools, kits, etc.) should be flexible and ample for movement and to accommodate children and adults with special needs.

See Section 302 - General Classroom for space requirements.



World Languages Section 302 (Attachment 4)-1

Section 302 (Attachment 4) - World Languages A. Program Description and Philosophy

The World Languages program is 1 of the 10 content areas of the Hawaii Content and Performance Standards. World Languages may begin in the elementary school with limited instruction. The more formalized classes begin in the middle/intermediate or high school. The program consists of coordinated, sequential levels of instruction through the intermediate and high school years. A student may receive up to six credits in any one language. The objective of the program is to provide students with the language skills of speaking, listening, comprehending, reading, and writing. The skills are developed within the context of acquiring knowledge and understanding of the culture and people whose language is being studied. Conversational and Culture courses and Introduction courses available at the intermediate level are designed to provide experiences with simple conversational patterns and cultural aspects of the language. These courses are offered as preparation for the language level courses. Languages currently taught are Chinese, French, German, Hawaiian, Japanese, Latin, and Spanish. Program Activities:

At the novice, or beginning stage, students frequently work together with the teacher as a total group. A number of activities, however, call for small group interaction. Language games, peer tutoring, the use of audio/visual aids, drama productions as well as reading and conversation practice are all part of the paired and small group activities. The teachers are able to interact with the various groups and assist with the organization and evaluation of their various activities. Flexible use of existing space is a key factor in facilitating this teaching/learning approach.

Discernible Trends:

An increase in the study of World Languages may result as the State continues to set implementation of HCPS as a priority. In addition, the possibility of including World Languages in the new high school graduation requirements is expected to increase program enrollment at lower levels. The graduation task force has recommended to the BOE that all students be required to take 2 years of World Languages, Fine Arts, or Career and Life Skills in order to earn a regular high school diploma. Students would be able to use 1 credit for World Languages studied at the Middle/Intermediate level. This recommendation is pending BOE approval.

B. Space Description See Section 302 - General Classroom for space requirements.


END OF SECTION 302


Breakout Room Section 302A-1

Section 302A - Breakout Room 302A.1 Area 120 SF Recommended Size

Exact size and location to be determined during the design, with the recommended maximum being 1 between every 2 classrooms. Square footage comes from adjacent classrooms and trade offs from other areas. Breakout Rooms are recommended to support general classrooms, supplemental classrooms, and special education resource classrooms.

302A.2 Program Description and Philosophy

This space supports differentiation of instruction by providing an area to break out into smaller work groups at various times with ease of supervision and immediate adjacency to the classroom setting. Size may vary depending on the direction of the school or steering committee and the particular educational need they are addressing.

Activities that occur in the breakout room could be individual studying/test taking, small group meetings, tutorial work sessions, practicing of presentations, and one-on-one teacher/student sessions.

302A.3 Space Descriptions

This space is designed to accommodate 1 to 6 people and would provide an acoustically separated space from the adjacent classrooms, but with some visual control.

302A.4 Built-Ins

Built-ins for Breakout Room

Instructional Surface

Provide a minimum of 4 linear feet of magnetic whiteboard on one wall. Provide 4 linear feet of tackboard if space allows. Locate bottom of 4 foot high boards 30 inches from the finish floor.

1 Bookcase 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcase, with adjustable shelves. See detail for typical classroom bookcase.



302A.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Breakout Room


Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current

website) Provided By:

L W H CFCI SFSI Description / Comments: Choice of 1 table from the types listed below:

Table – Rectangular 72” 72”

30” 36”

adj. P P

Table – Round 48” dia. adj. P Table – Trapezoidal 30”

30” 60” 60"

adj. P

4-6 Student Chairs 18” P Number based on table size 302A.6 Room Data Information (Use General Classroom except where noted

below)

a. Fenestration:

Doors: Provide doors with half glass for supervision. No exterior doors. Windows: Maximize interior walls with windows for adult supervision. For exterior

windows, maximize security protection measures (i.e. include window stops, security screens on jalousies.)

b. Other Considerations: Use of room as determined during design phase may impact

windows, and possible built-ins and furniture (i.e. if school wishes to locate student computers from adjacent classrooms in Breakout Room, built-in work surfaces may be appropriate with window design to address glare.)

302A.7 Utility and Room Data Requirements (Use General Classroom information except where noted below):

a. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning

and/or ventilation systems. 2. Air conditioning may be individually controlled or fed from adjacent classroom. 3. See Mechanical Design Criteria for additional requirements.

b. Plumbing: (None)

c. Electrical:

1. Provide one 120 volt duplex outlets minimum of 1 per each wall and/or as appropriate for the furniture layout.

2. Provide one 120 volt duplex outlet for each permanent computer station. Maximum 2 computer stations on one 20 amp branch circuit. (Number of computer stations in Breakout Room to be determined during design.)

3. See Electrical Design Criteria for additional requirements.



d. Lighting:


2. Fluorescent lighting. 3. See Electrical Design Criteria for additional requirements.

e. Multi-Media / Communications: 1. Provide permanent audio/data/video connections at each permanent computer station.

(Number of computer stations in Breakout Room to be determined during design.) 2. See Multi-Media Design Criteria for additional requirements.

302A.8 Special Considerations

Items to consider during design: a. Per code requirements, rooms cannot be lockable. b. Visual supervision of students is stressed in the design. c. Ability to enter from either classroom if shared by 2 or more classrooms. d. Size and primary anticipated use are determined during the design.

END OF SECTION 302A


Special Education Classroom Section 303-1

Section 303 – Special Education Classroom 303.1 Classroom Areas

Fully Self-Contained Classroom – Large 1,880 SF Fully Self-Contained Classroom – Small 1,240 SF Resource Services Classroom 980 SF Itinerant Services Room (not counted as a classroom) 330 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Special Education Classroom areas.


The special education program provides services to students with varying disabilities. Because students with multiple disabilities are served, most of the needs of the various exceptionalities must be taken into account when designing these rooms. Activities: Students are instructed in all subject areas including: academics, language, motor, music, art, and adapted physical education. Students of several ages, grade levels, and with a variety of academic, health, and social and emotional problems may be instructed together. A variety of multi-level materials, equipment, and furnishings may be needed. Students will be instructed individually, in study carrels, in centers, at computers, or in small groups.


To meet the needs of the special education program, three sizes of classrooms are provided: Fully Self-Contained Classroom: One is a large Fully Self-Contained (FSC) classroom which contains 2 restrooms, a shower, lecture area, activity area, storage, a kitchen, and laundry facilities. This classroom is designed to meet the needs of the more challenged students. There is also a smaller version of the FSC classroom containing two restrooms, a shower and a laundry area, in addition to lecture and activity areas. It is important to design these rooms fully accessible due to the various disabilities of its students. The room should accommodate a variety of learning activities and instructional and adaptive equipment. Carpeted floors are required at the small group activity areas and the motor development areas. Hot and cold water shall be available in the FSC classrooms for bathing, washing, and home living skill activities. Resource Services Classroom: This is similar in size and function to the General classroom. The students using these rooms are typically assigned to a general education classroom and attend the Resource Services classroom for one or two content areas. In the FSC classrooms and the Resource Services classroom one wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate space shall be provided for display and storage of student work. Provide the suggested location for the movable teacher storage cabinets when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (1 teacher and 6 student stations) and 1 printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual



control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 303.5 Non Built-in Furniture and Equipment. Additional equipment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

Itinerant Services Room: The FADS provides one Itinerant Services Room for each 500 students. The Itinerant Services Room may be located within the Administrative Center, Student Center or near a FSC classroom. This room is used for student individual educational plan (IEP) meetings, testing or servicing of students, teacher planning, etc.

303.4 Built-ins

Built-ins for Fully Self-Contained Classroom (Large or Small)

Counter & Sink Provide a minimum of 10 linear feet of counter including one double stainless steel sink, with front approach accessibility clearance. Provide base and overhead cabinets when possible. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/ Overhead Cabinets.


4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 – Typical Millwork Details, Detail 2 – Tall Storage Cabinet. Lockable storage closet is an option.

6 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 – Typical Millwork Details, Detail 3 – Bookcase.


54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Appendix 8 – Typical Millwork Details, Detail 4 – Chart Paper Storage Case.








Changing Bench Provide built-in bench to meet APA requirements in Shower Room or curtained off private changing area.



Built-ins for Resource Services Classroom (Same as Built-ins for General Classroom)

Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets.



4 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school – casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 3 - Bookcase.


54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Appendix 8 - Typical Millwork Details, Detail 4 - Chart Paper Storage Case.








Built-ins for Itinerant Services Room

1 Tall Storage Cabinet

4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet.



Provide a minimum of 12 linear feet of magnetic whiteboard at the main instructional wall. Provide a minimum of 8 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. The main instructional whiteboard may be a horizontal sliding type.



Built-ins for Itinerant Services Room (Cont'd)






Furniture & Equipment for Fully Self-Contained Classroom (Large or Small)




these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website)

Provided By: L W H CFCI SFSI Description / Comments:

2 Teacher Desk With L–Return

66” 48”

30” 24”



Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design.

16 or


8 Two Pupil Desk 48” 24” adj. P With 2 book boxes below Choice of 2 tables from the types listed below:

Table – Kidney shaped 72” 48” adj. P Table - Rectangular 72”

72” 30” 36”

adj. adj.

P

Table – Round 48” Dia. adj. P Table - Trapezoidal 30”

30” 30” 60"

adj. P

31 Student Chair 18” P For Student Desks, Tables, & Carrels

6 Student Computer Chair adj. P On casters 6 Student Computer

Workstation 36” 30” adj. P May consider built-in

counter in lieu of furniture 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools 3 Wet Carrel 36” 24” adj. P 1 Easel, double faced port P 1 Privacy Curtain at Shower P



Furniture & Equipment for Resource Services Classroom

L W H CFCI SFSI Description / Comments: 1 Teacher Desk

with L–Return 66” 48”

30” 24”



30 Student Chair 18” P For Student Desks & Tables

6 Carrels, Dry 36” 30” adj. P Verify need and no. during design

12 Individual Desk 26" 20" adj. P With book box below or 6

Two Pupil Desk

48”

24”

adj.

P

With book box below

Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table - Rectangular 72”

72” 30” 36”

adj. adj.

P

Table – Round 48” Dia. adj. P Table - Trapezoidal 30”

30” 30” 60"

adj. P

6 Student Computer Chair adj. P On casters 6 Student Computer

Workstation 36” 30” adj. P May consider built-in

counter in lieu of furniture

Furniture & Equipment for Itinerant Services L W H CFCI SFSI Description / Comments:

1 3

Worktable or Two Pupil Desk

72” 48"

36” 24"

29” adj.

P P

Verify with school, table or student desks.

6 Chair – Side without arms P 2 4 drawer Legal File Cabinet 18” 28” 52” C/P 1 Teacher Desk

With L–Return 66” 48”

30” 24”


1 Teacher Chair on casters adj. C 303.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete

• FSC classrooms • Resource Services classroom • Itinerant Services room

Carpet: FSC classrooms: Approximately 300 square feet, amount to be verified during design.

Resource Services classroom: Verify need for carpeted section during design.

Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic







Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.)


a. Acoustics: The special education rooms should be sound treated to provide maximum acoustic conditions necessary to conduct hearing screenings and therapy activities. The following treatments are recommended: 1. Room shall meet a background ambient noise level of 40 to 45 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and

NRC of 0.5 to 0.6. 3. Interior partitions surrounding classrooms should have a minimum rating of 51. The

partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning

and/or ventilation systems. 2. Provide individual thermostat control with range set points in each air-conditioned

classroom. Locate thermostat near teacher station. Verify need for lockable protective thermostat cover during design.

3. Provide dryer exhaust duct and wall cap. 4. Provide residential style kitchen hood, ducted style with galvanized steel duct and roof

cap. 5. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing:

1. One single compartment, large (31” x 22” x 6”) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.

2. Provide accessible drinking fountains on each floor of a classroom building – high/low type. If area is secured provide electric water coolers in place of drinking fountains.

3. Provide flush mounted washer box for hot and cold water connections and shutoff valves and drain connection for washer hose.


5. Provide key operable hose bibb and floor drains in single use restrooms. 6. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum 2

computer stations on one 20 amp branch circuit.



4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for addition of conductors for the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the design will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.

Location determined during design. (b) Provide one duplex outlet near the T.V. mount.


e. Lighting:



f. Multi-Media/Communications: 1. Two way intercom in classroom with P.A. speaker above the main instructional board

with communication between classroom and administration. Locate call button near teacher’s desk.

2. One outlet for closed-circuit TV. Location determined during design. 3. Provide multi-media outlets with conduit and data cabling at each permanent computer


4. See Multi-Media/Communications Design Criteria for additional requirements.


Items to consider during design: a. Placement of the self-contained classroom/s should be near areas of handi-van loading. b. Special Education classrooms should be distributed throughout the campus for appropriate

integration with general education. Care needs to be given not to create Special Education areas or a “wing” of campus.

c. Itinerant room is generally near the self-contained classroom/s for more convenient and

timely service of the students.

END OF SECTION 303


Natural Resources Section 304-1

Section 304 – Natural Resources 304.1 Classroom Area

Horticulture/Agriculture Classroom 1750 SF (Indoor Area) Outdoor Areas

• Lath House 800 SF • Mist House 2 @ 32 SF = 64 SF • Lumite Green House 800 SF • Controlled Environment House 1500 SF • Soil Bins 400 SF

Agriculture Technology Laboratory 4395 SF (Indoor Area) Outdoor Areas

• Controlled Environment House 1500 SF • Swine Pens 200 SF • Poultry Shed 270 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Agricultural Arts areas.

304.2 Program Description and Philosophy Natural Resources Career Pathway in High School:

Program Description and Philosophy: The natural resources career pathway includes careers and programs of study related to the natural sciences, agriculture, and the environment. Areas of study may include agriculture, earth sciences, environmental sciences, fisheries management, forestry, horticulture, wildlife management, and the many agri-business/agri-industry occupations.

Activities: The natural resources career pathway program of study activities combine classroom study, laboratory/fabrication activities, and land laboratory activities. Activities include scientific investigation, design, repair, and fabrication of equipment and various structures, and care for plants and/or animals. Traditional areas of study are Agriculture Technology and Ornamental Horticulture. Natural resources pathway program of study may include these traditional areas as well as aquaculture, marine, forestry and environmental sciences.

Students will usually operate in project teams and groups. Individuals will work on appropriate equipment as necessary to complete projects and other tasks assigned to the group or the individual.

Agricultural Program: The agriculture education program deals specifically in an organized and systematic manner with the acquisition of skills, understanding, attitudes, and abilities that are necessary for entry into or progress in an agriculture or agriculture-related occupation. The program combines classroom study, farm shop activities, and land laboratory activities that include both plant and/or animals. Also included is FFA activities. The program in agriculture can be grouped under two headings: (a) Agricultural Technology and (b) Ornamental Horticulture.



a. Agricultural Technology: A vocational program directed essentially toward students who are interested in pursuing agriculture-oriented occupation, including grounds maintenance as well as growing produce and small live-stock. This program is usually provided in the rural schools, in which interest is more prevalent and necessary large areas of open land is available. Several courses are offered in this portion of the program; agricultural technology I and II, cooperative agricultural education, and grounds maintenance services.

b. Ornamental Horticulture: This portion of the program is usually provided in urban

schools, for which the normally limited available land will be adequate and in which students will tend to be more interested in the skills as a practical art. The two horticultural courses, I and II, may be added to the Agricultural Technical program as well, however, utilizing some of the same facilities. The objectives of the agriculture program are: (1) to provide students with skills and knowledge to utilize plans creatively to beautify and enrich their personal lives and their communities, and (2) to prepare more seriously interested students with training to qualify them for entry into agricultural occupations, both plant and animal.

Activities: The program activities for (a) Agricultural Technology and (b) Ornamental Horticulture include the following: a. Agricultural Technology: This program combines classroom study with farmshop and

land laboratory activities that include both plant and animal sciences. Also included are FFA activities.

b. Ornamental Horticulture: In this program, classroom study is combined with activities in

greenhouses, environmental controlled houses and outdoor planting areas. Discernible Trends: The trend in agricultural education is to create and maintain flexibility in the program so that individual and local needs are satisfied by providing more:

• Individual and small group activities to students such as productive enterprises,

research, varietals trials, experimentation projects. • Interdisciplinary and unified approaches using concepts from physical and biological

sciences in solving problems of agriculture.


The Horticulture/Agriculture classroom shall follow the same guidelines as a general classroom with the ability to accommodate approximately 34 students. One wall shall be designated as the main instructional wall with the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work. Provide the suggested location for the movable teacher storage cabinet when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 304.5 Non Built-in Furniture and Equipment. Additional



equipment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

The Horticulture Lab shall also accommodate 34 students. In addition to the instructional wall and teacher station (similar to the classroom description above), it shall include student lab stations/tables with electrical outlets for microscopes, stereoscopes, lamps, etc. The support areas need to be easily accessible from the Lab and from the outdoor areas. The Equipment Shed/Storage area should have access from both the Lab and the outside areas. Provide masonry walls with appropriate fire rating for this space. Good ventilation (i.e. 2 feet of security screens above masonry along exterior walls) is also required for the Equipment Shed. The Green House, Saran House, and Mist House shall include benches, irrigation drip and/or sprinkler systems, timers and hose bibbs. Provide pipes/wires for hanging baskets. The outdoor Garden will be used for vegetable crop production and hands-on horticultural learning experiences. Garden area shall have drip irrigation system with submain, connectors, and dripline, pressure regulator and valves. The outdoor areas shall be fenced in for security.

304.4 Built-Ins

Built-In Furniture for Agriculture Classroom

Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 – Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets.



4 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 – Typical Millwork Details, Detail 3 – Bookcase.








Built-In Furniture for Agriculture Classroom (Cont'd)





Fixed Island Type Demonstration Table

Provide fixed, island type demonstration table with trough sink, acid-resistant surface; drawers to hold tools, instruments and supplies for demonstration with locks.

Stall and Prep Benches

Include 2 arc-welding stalls; 1 oxyacetylene stall; 4 – 2 man work benches; vertical metal rack; counter along 1 wall with non corrosive surface and trough type sink.

Counters 30” D s/s counters along 1 length and 1 width or room; 2 s/s trough sinks (30” x 36” x 10’D) separated by feather picking machine.

Shelving 10’H x 12’L spaced 12” vertically along a solid wall.

Cased Storage Area

8’ x 10’ against solid wall; 3 walls of security screen; include cabinet or wall mounted or bench mounted storage against solid wall.

Lockers Double tiered lockers and wooden benches for 34 students.

Hog Watering Unit Automatic hog-watering unit in each compartment; concrete food trough (60" L x 12"W x 10"D).

Built-In Furniture for Horticulture Laboratory

Fixed Island Type Demonstration Table

Provide fixed, island type demonstration table with trough sink, acid-resistant surface; drawers, with locks, to hold tools, instruments and supplies for demonstration.


Provide a minimum of 16 linear feet of magnetic whiteboard at the main instructional wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. The main instructional whiteboard may be a horizontal sliding type.

9 Preparation Benches

24 inches deep, extending from back wall in peninsula arrangement (each to serve 4 students; Locate 4 stainless steel trough sinks at shared counters between peninsulas, dispersed throughout the lab.



Plant Benches 36 inches wide x 30 inches high, varies to space.

Shelving 12 inches deep x 12 feet long spaced 12 inches vertically along a solid wall.



Mounting for projection screen

Provide wall or ceiling mount 7 feet wide by 7 feet high for a projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector.



Built-In Furniture for Horticulture Laboratory (Cont'd)

Tool Rack and Cabinet

48 inches wide x 24 inches deep x 84 inches high with lock.



Built-In Furniture for Outdoor Areas

Saran House Flat-top, redwood, frame-and-lath construction with 12 feet clear vertical height; 6 inches of gravel flooring with 4 feet wide concrete walkway running lengthwise through middle of lathhouse; 3 feet wide secondary walkways between plant benches.

Lumite Green House

Flat-top, pipe frame with lumite covering supported by galvanized-wire frame; 12 feet clear vertical height.

Mist House Near lath house. Solid redwood walls 2 feet high, 1.5 inches thick; floor of redwood slats, spaced for drainage; mounted on hollow-tile footings at least 18 inches above ground; top open; solenoid valve to control mist timing; cold water line to mist nozzles mounted every 3 feet along interior walls.


Furniture & Equipment for Agriculture Classroom






1 Teacher Desk with L–Return

66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drwr. Legal File Cabinet 18” 28” 52” C 1 4 drwr. Legal File Cabinet 18” 28” 52” P Verify no. during design

40 Student Chair 18” P For Student Desks & Table

34 Individual Student Desk 26” 20” adj. P With book box below or 17 Two Pupil Desk 48" 24" adj. P With 2 book boxes below 1 Worktable, Student 72” 36” adj. P 6 Student Computer Chair adj. P On casters, verify during

design 6 Student Computer

Workstation 36” 30” 30” P May consider built-in

counter in lieu of furniture



Furniture & Equipment for Horticulture Laboratory







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drwr. Legal File Cabinet 18” 28” 52” C

34 Student Stool P For use at lab stations. Verify during design.

Additional Furniture To be determined during design

Furniture & Equipment for Support Spaces 3 Hazardous Materials

Storage Cabinet X One each for flammables,

acids, and corrosives 6 Heavy Duty Adjustable

Shelving Unit 36” 18” 72” X

Furniture & Equipment for Outdoor Areas 40 Bench 96” 36” X Prefabricated benches

with plastic legs, to be distributed among three houses. Height and no. to be verified during design

304.6 Room Data Information


Floor: Resilient tile or sealed concrete

• Agriculture classrooms

Sealed concrete • Horticulture Lab

Broom finish concrete • Fertilizer/Insecticide Room • Equipment Shed • Oil and Gas Storage Room

Base: Rubber/vinyl Walls: Painted CMU. For cleaning purposes provide water resistant proof material. Ceiling: Acoustical tile at 10’-0” minimum height or exposed structure (if acoustic

levels can be achieved). Special acoustical tile required due to moisture and odor conditions.




solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hooked edge). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.


Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.)

c. Other Considerations: Presence of water needs to be considered in selection of wall and

ceiling materials. 304.7 Utility and Room Data Requirements

a. Acoustics: The classroom shall have: 1. Room shall meet a background ambient noise levels of 40 to 45 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and


partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation:



3. Provide ceiling fans in naturally ventilated classrooms/labs. 4. Enclosed storage areas for fertilizers, insecticides, equipment and oil/gas shall be

ventilated to meet the requirements of the County Building Code and Fire Code. Mechanical ventilation if required shall be designed to meet the requirements of classified areas defined by the National Electric code as adopted by the County where the building is located.

5. See Mechanical Design Criteria’s for additional requirements. c. Plumbing:

1. In the classroom provide one single compartment, large (31” x 22” x 6”) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.

2. Provide accessible drinking fountains on each floor of a classroom building – high/low type.


4. Provide a combination emergency shower and eyewash station in the Horticulture Lab that meets the requirements of ADAAG. Shower drains shall be provided with a trap primer.

5. In the Horticulture Lab provide four large (approx. 22” x 48”) stainless steel trough sinks. Provide accessible sink for similar use. Provide sink at demonstration island. Location of other sinks to be determined during design.



Outdoor Areas: 6. Provide adequate water supply for saran house, green house, mist house, and garden

irrigation requirements. Provide hose bibbs and irrigation at each house. Main supply shall be protected by approved backflow preventer device meeting requirements of the local Plumbing Code.

7. Provide large stainless steel sinks. Size and location to be determined during design. 8. Main water lines shall have easily accessible shut-off. 9. See Mechanical Design Criteria for additional requirements.

d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide a 120 volt duplex outlet for each permanent computer station. Maximum 2

computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated

homeruns for these 5 circuits to allow for addition of conductors for the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the design will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.

Location determined during design. (b) Provide one duplex outlet near the T.V. mount.

5. Need for 220V power to be determined during design. 6. Provide battery powered quartz wall clock.

Outdoor Areas:

7. Provide electrical power. 8. See Electrical Design Criteria for additional requirements.

e. Lighting:


2. Fluorescent lighting with multi-level and/or zoned switching. Outdoor Areas:

3. Provide lighting in outdoor houses and garden. 4. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: Agriculture Classroom

1. Two way intercom in classroom with P.A. speaker above the main instructional board with communication between classroom and administration. Locate call button near teacher’s desk.





Horticulture Lab 4. Two way intercom with P.A. speaker above the main instructional board with

communication between lab and administration. Locate call button near teacher’s desk. 5. One outlet for closed-circuit TV. Location determined during design. 6. Provide multi-media outlets with conduit and data cabling at each permanent computer

station for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

7. See Multi-Media/Communications Design Criteria for additional requirements.

304.8 Special Considerations Items to consider during design: a. Provide an electric panic switch to shut of all power in case of an emergency. b. Provide fire extinguishers and signage per NFPA’s life safety code requirements. c. Due to exterior grounds implication, classroom and lab are typically located adjacent to

areas for planting and aquaculture tanks/ponds, etc. d. Storage facilities for the accommodation of supplies and equipment, i.e. for gardening farm

tools, tractor and other related equipment, fertilizer, need to be easily accessible from both the building and outdoor areas.

END OF SECTION 304


Art Education Section 305-1

Section 305 – Art Education 305.1 Classroom Area

Drawing and Painting Classroom 1,700 SF Arts and Crafts Classroom 2,000 SF Photography Classroom 1,660 SF Media Arts & Technology 3,610 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Art Education areas.

305.2 Program Description and Philosophy The Arts and Communication Career Pathway includes careers and programs of study related to the humanities and to performing, visual, literary, and media arts. These may include creative or technical writing, illustrating, graphic designing, publishing, theatre arts, journalism, languages, radio and television broadcasting, photography, advertising, and public relations.

Media Arts and Technology (formerly Graphic Design): This is a recent program that has been developed and added to the Arts and Communication Career Pathway. Media Arts and Technology provides the student with fundamental knowledge and skills necessary to be successful in careers in Media Arts and Technologies Cluster. Through a balance of theory and practice, students will develop skills that focus on visual communication design in Audio/Video Film, Web Design, Graphic Technology, and Animation. Art Program: The art program for the high school level provides students with an in-depth, more specialized art curriculum consisting of a variety of two-and three-dimensional modes of expression. It emphasizes experimentation and exploration with a variety of art materials, tools, and equipment in specialized areas of concentration in either the two-dimensional modes (drawing, painting, printmaking, photography, and digital media) or three-dimensional modes (ceramics, sculpture, metal, jewelry, weaving).

The objectives of the high school art program are to enable students to: a. Demonstrate skills, knowledge and attitudes relating to one or more of their creative areas

of specialization. b. Produce works of art which express feelings, ideas and thoughts in visual form through

various media. c. Explore and experiment with various art materials, tools and equipment. d. Verbalize and write about works of art using vocabulary unique to the visual/tactile arts. e. Relate and apply an understanding of the principles of good design to everyday living

situations as appreciators, consumers and creators of art. Activities: The art program for the high school level is comprised of elective courses for all ninth – twelfth grade students. The high school art curriculum involves many types of activities - doing, seeing, discussing, reading and evaluating related to all types of art such as architecture, sculpture, jewelry making, graphics, drawing, painting, weaving, textiles, printmaking, layout, art appreciation, community planning, environmental arts and digital media.



Grouping patterns vary when students engage in various art activities. Students work in small and large groups depending on the type of art activity. Students spend most of the instructional period working individually on assignments. At times, when group projects such as painting of murals and stage sets are involved, the entire class may work to complete the project. Instruction begins with students each obtaining their own materials and tools from the storeroom or individual student storage cabinets. This is followed by a lecture demonstration, work session and clean-up session. When appropriate color reproductions and examples of works by students and artists are used. In addition, a multitude of art materials, tools and equipment items are used by students when they engage in individual and group activities. Discernible Trends: The high school art program provides students with opportunities to further develop their creative talents in specialized areas of their choice. This will require facilities to be designed to accommodate students specializing in a greater variety of two and three-dimensional modes of expression.

SUB-PROGRAM: Drawing and Painting

Program Description: Drawing and painting, two-dimensional elective courses for high school students, are offered to sequentially develop and expand students’ skills, attitudes, knowledge, and experiences in the productive, critical, and historical domains. In the productive domain, students create and produce works of art through experimentation and exploration in various media and techniques. In the historical and critical domains, students learn about the artists’ styles and techniques, the period of time and culture in which works of art were created, and techniques in analyzing and making discriminating judgments about art. The objective of the high school drawing and painting courses are to enable students to: a. Use the concepts of design to create works of art. b. Create drawings and paintings by exploring and experimenting with a variety of media and

techniques. c. Demonstrate the acquisition of skills and techniques in various two-dimensional modes of

expression. d. Develop unique and personalized styles in creating works of art. e. Conduct research in order to interpret and analyze styles and techniques of past and

contemporary artists.

Activities: Small and large group activities in drawing include the use of various media such as pencil, pen, brush and ink, conte crayon; in painting, media such as oil, acrylic, water color, tempera, encaustic and polymer are used. Experiences also include the viewing of colored slides, original art works and color reproductions of famous artists. Each student’s individual style and interpretation of expression is enhanced through studio and outdoor experiences. Year-end experiences focus on the preparation and exhibition of student works in school, district, state, and national art exhibitions. Classroom Description: Rooms must include space for instruction, storage of art supplies and materials, storage of individual projects in cabinets and counters and sinks with clay traps. Adequate display space and display cabinets must also be provided fro exhibit of student works.



SUB-PROGRAM: Arts & Crafts

Program Description: Craft courses such as ceramics, sculpture, printmaking, weaving, metals and jewelry are offered as elective courses for high school students. These courses provide students with a sequential development and refinement of skills, attitudes knowledge and experiences in the productive, critical and historical domains. Students create and produce works of art through experimentation and exploration in various media, techniques, and processes. Knowledge of the domains along with application of the techniques and process, helps students to analyze and make discriminating judgment about art. The objectives of the craft courses are the same as for the drawing and painting. Activities: Small and large group activities in drawing include the use of various media such as clay, wood, metal, fibers, textiles, native and found materials. Experiences also include the viewing of colored slides and original art works in the various art modes. Students are taught to use art tools and equipment related to three dimensional arts. Each student’s style and interpretation is enhanced through studio instruction; experiences at art galleries and museums also help in the development of the aesthetics. Culminating experiences focus on preparation and exhibition of student works in school, district, state, and national art exhibits. Classroom Description: Space is needed for instruction , storage of art materials and supplies and individual projects, counters, and sinks. It is essential that adequate space be provided to house all necessary art equipment. Display space and display cabinets are also needed. A separate kiln room that is properly ventilated is necessary. Moreover, these rooms should be built on the ground floor to facilitate the delivery of supplies and materials.

SUB-PROGRAM: Photography

Program Description: Photography is a course which provides students with experiences in photography as an art form, with emphasis on the technical and creative aspects of photography. Photography courses provide students with experiences in operating the camera and other photographic equipment; the technical aspects of laboratory techniques in developing, printing, enlarging, and darkroom procedures; and mounting and exhibition techniques. The laboratory work can be done via two distinct methods; wet (use of chemicals) or dry (use of computers, scanner, and color printer with a digital camera). Photography courses include instruction in the historical aspects of photography and famous photographic artists of the past and present. Objective of the photography program are to enable students to: a. Apply skills in the use of photography as an art form b. Demonstrate students’ ability to use various types of photographic equipment c. Provide students with opportunities to experiment with and explore various photographic

techniques d. Analyze the merits and limitations of photographic composition by artists of past and

present.

Activities: The photography curriculum involves many types of activities such as camera care and operation and operation, film development, contact printing, enlarging, print mounting, and prints manipulation. Activities also involve the application of photographic techniques to advertising art and school publications. Small groups work at one time in the printing and film processing rooms. Larger groups of students can be accommodated in the classroom area for instruction, film preparation purposes, or exploring digital techniques. Photographic field trips provide students with activities which extend beyond the classroom environment.



Classroom Description: Photography classrooms need to address adequate security to minimize vandalism and theft of the equipment. Proper disposal of the chemical must be addressed if the wet method of development is used. SUB-PROGRAM: Media Arts & Technology Media Arts & Technology (formerly Graphic Design) Program Description: Media Arts and Technology provides the student with fundamental knowledge and skills necessary to be successful in careers in Media Arts and Technologies Cluster. Through a balance of theory and practice, students will develop skills that focus on visual communication design in Audio/Video Film, Web Design, Graphic Technology, and Animation Activities: Students will participate in both individual and group projects exploring and refining their skills in film making, web design, graphic technology, and animation. Classroom Description: Particular focus and specific program description will be developed prior to design to provide guidance in room layout during design. Room design needs to provide sufficient security to minimize vandalism and theft of the equipment.

305.3 Space Description Facilities requirements for the high school art program consist of a drawing and painting; crafts, and photography rooms. Adjoining rooms will accommodate a kiln room and storage rooms located between the two art rooms.

The High School art program is essentially exploratory in nature and requires specialized art rooms. Art rooms are designed to accommodate both two dimensional and three-dimensional types of activities. A kiln room and storeroom for art supplies and materials are necessary. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for six permanent computer stations (one teacher and five student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in subsection 305.5. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) which also need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



305.4 Built-ins

Classrooms at Drawing and Painting, Arts and Crafts, and Photography

Counter & Sink Provide 45 linear feet of standard base cabinets with plastic laminate top to accommodate 5 stainless steel trough type sinks. Provide base cabinets and overhead cabinets where practical. See Detail 1.

Provide work counters (30” x 42”H) and cabinet below along all open


4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2. Lockable storage closet is an option.

6 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Detail 3.


54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Detail 4.


Provide a minimum of 16 linear feet of magnetic whiteboard at the main instructional wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30” from the finish floor. The main instructional markerboard may be a horizontal sliding type. Provide framed tackboard 48” above floor on all available wall space at press area. Provide framed tackboard 54” above floor on all available wall space at composing area.

Television Mounting Bracket

Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Locate bracket away from circulation paths. Verify size of TV with school and need for VCR bracket.


Provide wall mount or ceiling mount for a projection screen 6 feet wide by 6 feet high projection screen (manually operated) to be purchased by the school. *Verify need for wall or ceiling mount for LCD projector.

Pegboard 2 feet x 4 feet for tools.

Shelves 4 wood shelf units, 5 feet each with 4 adjustable shelves 2 feet deep x 4 feet long.

1 cabinet Map storage, 10 drawer

Student Storage Units

Six (6) student storage units each with 2 vertical stacks of 16 drawers each of 22”W x 26”D x 4”H.

32 Lockers 16 lockers, 2 tier type (12” x 12” x 30”H) with combination lock and master key at each locker room.

Media Arts & Technology Classroom

1 Cabinet Display, glass with metal frame 72" W x 16”D x 66”H at classroom

Counter & Sink Provide work counters (30” x 42”H) and cabinet below along all open wall spaces at press area and composing area. See Detail 1.


4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2. Lockable storage closet is an option.

6 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Detail 3.


54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Detail 4.



Media Arts & Technology Classroom (Cont'd)


Provide a minimum of 16 linear feet of magnetic whiteboard at the main instructional wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30” from the finish floor. The main instructional markerboard may be a horizontal sliding type. Provide framed tackboard 48” above floor on all available wall space at press area. Provide framed tackboard 54” above floor on all available wall space at composing area.

Television Mounting Bracket

Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Locate bracket away from circulation paths. Verify size of TV with school and need for VCR bracket.


Provide wall mount or ceiling mount for a projection screen 6 feet wide by 6 feet high projection screen (manually operated) to be purchased by the school. *Verify need for wall or ceiling mount for LCD projector.

Supply and Parts Room:

7 Metal Shelving 30” x 16” x 84”H 305.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Drawing & Painting Classroom






1 Teacher Desk w/ L – Return

66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet

with lock 18” 28” 52” C

8 Multi-pupil Table 60” 36” 29” P Verify type, size, and number during design

2 Workbench – Wooden with vise, cabinet below

60” 36” 29” X Verify furniture requirements during design

8 Worktable w/ metal legs 60” 36” 29” P Verify type, size, and number during design

32 Student Chairs, hard plastic, or stools

18" P Verify type and height during design

1 Printer Carrel 36” 30” 30” P May consider built-in counter in lieu of furniture

6 Student Computer workstation

36” 30” 30” P May consider built-in counter in lieu of furniture

6 Computer Chairs w/ casters

1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track Schools



Furniture & Equipment for Arts & Crafts Classrooms






2 Display Case 60” 24” 72” P May consider built-in in lieu of furniture.

1 Drying Rack 51” 30” 29” P 1 Teacher Desk

w/ L – Return 66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet

with lock 18” 28” 52” C

8 Multi-pupil Table 72” 36” 29” P Verify type, size, and number during design

2 Workbench – Wooden with vise, cabinet below

60” 36” 29” X Verify type, size, and number during design

2 Workbench – Stainless Steel top

60” 36” 29” X Verify type, size, and number during design

2 Worktable w/ metal legs 60” 36” 29” P Verify type, size, and number during design

32 Student Chairs, hard plastic, or stools

18" P Verify type and height during design

1 Printer Carrel 36” 30” 30” P May consider built-in counter in lieu of furniture

6 Student Computer workstation

36” 30” 30” P May consider built-in counter in lieu of furniture

6 Computer Chairs w/casters 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools 2 Display Case 60” 24” 72” P May consider built-in in lieu

of furniture. 1 Drying Rack 51” 30” 29” P 1 Wedging Table 51” 30” 29” P

Furniture & Equipment for Photography Classroom





Provided By: L W H CFCI SFSI Description / Comments: 1 Teacher Desk w/ L – Return 66”

48” 30” 24”


1 Teacher Chair on casters adj C 1 4 drawer Legal file cabinet 18” 28” 52” C



Furniture & Equipment for Photography Classroom (Cont'd)






8 Multi-pupil Table 72” 36” 29” P Verify size, type, and number during design

32 Student Chair or stool 18" P Verify type and height during design.

1 Easel adj. P 1 Printer Carrel 36” 30” 30” P May consider built-in

counter in lieu of furniture 6 Student Computer

workstation 36” 30” 30” P May consider built-in

counter in lieu of furniture 6 Student Computer Chair P On casters; verify during

design 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools

Furniture & Equipment for Media Arts and Technology Classroom





Provided By: Office: L W H CFCI SFSI Description / Comments:


66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet 18” 28” 52” C

Classroom: L W H CFCI SFSI Description / Comments:

Choice of individual, 2 pupil student desk, or chair desk with arm 28

Individual Tablet Arm Chair Desk


or 28 Individual Student Desk 26” 20” adj. P With book box below or 14 Two pupil – Student Desk 48” 24” adj. P With 2 book boxes below 28 Student Chair 18" P Verify number during design



Furniture & Equipment for Media Arts and Technology Classroom (Cont'd)





Provided By: Composing Area: L W H CFCI SFSI Description / Comments:

Verify furniture requirements during design

8 Chair – high, swivel, metal, adjustable with back

P 24” – 33”

1 Table - Imposing, complete with cast iron surface rabbeted, furniture front and reflect front

X

4 Table - Light, metal (Nu Arc Mod. VL23F)

X

1 Table - Line-up, precision, metal, 120-V. (Nu Arc Mod. LU26)

X

Planning Area: L W H CFCI SFSI Description / Comments:

Verify furniture requirements during design 6 Chair – high, swivel, metal,

adjustable with back P 24” – 33”

2 Table – Drawing, steel, 10-drawer unit with 2 wings (lock/key individuals/master)

X

1 Table – 72" x 18" x 30" H metal legs with center drawer

X


a. Finish Information: Floor: Resilient tile at Classrooms, Offices, Composing Area, Planning Area,

Photo Lab and Press Area. Glazed tile non-skid at restrooms and locker rooms.

Base: Rubber Walls: Painted Gypsum Board or Painted CMU. Glazed tile wainscot at

restrooms and locker rooms. Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved) b. Fenestration: Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a

solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms and offices. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security. Entry to restrooms from shop area.



Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) At composing area, window sills shall be 7’ high above floor level. All exposed windows to have security screen installed from outside. Area to be accessible to office and or classroom at the planning area.


a. Acoustics:

The Art classroom shall have: 1. Room shall meet a background ambient noise levels of 40 to 45 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and


partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. Operable walls dividing classrooms should have a minimum STC of 48 when tested in

accordance with ASTM E 90.




3. Odor producing areas such as paint drying areas shall be exhausted with no air re-circulated. Paint spray booths shall be exhausted by dedicated exhaust system.

4. Coordinate classified areas defined by National Electrical Code with specification of motors for exhaust system (i.e. explosion proof).

5. Design of exhaust and duct system for kiln room needs to be coordinated with selection/purchase of kiln.

6. See Mechanical Design Criteria’s Standards for additional requirements.

c. Plumbing: 1. One single compartment, large (31” x 22” x 6”) stainless steel, ADAAG compliant for

front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.

2. Provide 5 stainless steel trough sinks (10" D x 22 " W x 48" L) in base cabinets, all with clay traps and 2 cold water faucets each spaced 2 feet apart.



5. Provide water supply and drainage for specialized artwork equipment. Investigate if additional pretreatment devices required for specialized equipment by determining type of effluent discharged from the equipment.

6. Provide compressed air system including pipe distribution and regulating stations where required for the specialized art equipment.

7. See Mechanical Standards for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. 4. Maximum 2 computer stations on one 20 amp branch circuit.



Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.

Location to be determined during design. (b) Provide one duplex outlet near the TV mount.


e. Lighting:



f. Multi-Media/Communications: 1. Two way intercom in classroom with P.A. speaker above the main instructional board

with communication between classroom and administration. Locate call button near teacher’s desk.



4. See Multi-Media Design Criteria for additional requirements. 305.8 Special Considerations

Items to consider in design: a. Art is often viewed from the perspective of wet and dry or clean and dirty with the design

being influenced accordingly. b. Wetness and drying of materials. Mold, mildew and smell can become problems if not

properly addressed, c. Access for delivery of materials. d. Separation of water, dust, and technology (computer). e. Providing sufficient amount of storage can be a challenge. The size and weight of the

various types of materials. f. Areas for display of student work should be considered both within the classroom/s and

throughout campus

END OF SECTION 305

EDSPECS High Schools Chapter 3: Guidelines for Spaces

Business Education Section 306-1

Section 306 – Business Education 306.1 Classroom Area

General Classroom (used for various business classes) 980 SF Small Business Classroom 1,400 SF Large Business Classroom 1,600 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Business Education areas.


Business Career Pathway in High School: Business is dynamic and ever-changing. Increased use of multiple technologies, expanded international trade, and a growing number of small business ventures are just some of the major developments that have occurred in the past decade. Underlying business principles are being juxtaposed in new and different ways; new concepts and procedures are being added to the discipline of business education as new technologies evolve and new business frontiers are explored. The general education nature of business education at the 9 – 12 grade levels has become increasingly important. Computer skills, as well as understanding how business operate, the functions of the entrepreneur, the role of international trade, the impact of personal and business financial decisions, and the interrelationships of business and economic function illustrates the general education focus of business education. Emphasis is placed on the business process and utilizing business tools to support the process.

The career and professional development components of business are also changing to reflect emerging trends in business. In our information-based economy, the nature of work and jobs is changing dramatically. In addition to technical skills, today’s workforce must be able to solve problems, make decisions, interact effectively with co-workers, apply knowledge, communicate using emerging technologies, and adapt quickly to a changing workplace.

Activities: In the high school, the student may choose a program of study within six cluster areas – Accounting, Finance, Management, Management Information Systems, Marketing, and Office and Administrative Technologies. At the high school level, these cluster areas can be addressed through an appropriately equipped single classroom and computer laboratory facility. Students will usually operate in project teams and groups. Individuals will work on appropriate equipment as necessary to complete projects and other tasks assigned to the group or the individual. Resource centers and work stations support the concept of problem-based learning in all areas of the Business program.

SUB-PROGRAM: Accounting: Accounting involves the professional practice of applying mathematical and logical reasoning concepts and skills to accurately record and report current and historical financial information. Accounting emphasizes accounting principles as they relate to the basic understanding and skill required to keep manual and computerized financial records for a business. Concentration areas include bookkeeping, tax accounting, and auditing.



SUB-PROGRAM: Finance Finance involves the professional practice of applying mathematical, logical reasoning and analysis concepts and skills to record, report and predict financial information. Finance is designed to provide students with the principles necessary to make sound business financial decisions. Students will analyze and communicate computational data through appropriate oral and written methods as well as appraise the advantages and disadvantages of various means of generating income and reducing expenses. Concentration areas include banking, financial planning, and securities/investing.

SUB-PROGRAM: Management Management involves the professional practice of applying communication, writing, and problem-solving skills to develop systems to facilitate business functions. Management is designed to provide students with an understanding of American business system, its organization, and its leadership. Students will also examine the American system’s relationship to international/global business environments. Students will examine the various leadership and management styles of a variety of successful business organizations large and small. Concentration areas include general management, human resource management, travel industry management, and entrepreneurship.

SUB-PROGRAM: Management Information Systems Management Information Systems involves the professional practice of applying mathematical, technological and logical reasoning skill to facilitate the storage and reporting of business information and data. Management Information Systems is designed to provide a conceptual and hands-on approach to database development, modeling, design and normalization. Emphasis will be placed on database design and information reporting systems. Concentration areas will be placed on database design and information reporting systems. Concentration areas include network, administration, system administration, and system analysis/ programming.

SUB-PROGRAM: Marketing Marketing involves the professional practice of applying communication, writing, problem-solving and creativity skills to identify needs and develop solutions for business entities. Marketing is designed to immerse students in the development and application of essential marketing concepts. Students are expected to design, develop, and implement a marketing plan that meets a consumer need in the domestic or international community and that promotes a product, service, idea, or organization that is sensitive to societal and industry ethics. Concentration areas include marketing research, product/brand management, distribution, merchandising, sales, and advertising.

SUB-PROGRAM: Office and Administrative Technology Office and Administrative Technology involves the professional practice of applying communication, problem-solving and leadership skills to facilitate the operation of a business office. Office and Administrative Technologies is designed to provide instruction and experience in developing technical, problem-solving, and decision-making skills essential for office and/or administrative occupations. Emphasis will be placed on integrating and applying knowledge and skills to realistic office and administrative situations utilizing current, relevant technology. Concentration areas include information processing, office management, and records management.



SUB-PROGRAM: Business Education The Business Education program progresses from the development of business skills that have personal-use value to the acquisition of skills and knowledge that will permit the student completing the program to enter a career in any or several of the following office and distributive fields: accounting/bookkeeping, information processing, filing and office machines, stenographic/notetaking, business and office administration, typing, and sales and marketing.

The objective of the Business Education program is to enable students to understand the role and functions of business that are related to the management of their person affairs and to acquire basic business skills with competence adequate not only for personal use, but for entry-level tasks in office or distributive occupations or foundations for post-secondary education in these fields.

Activities: In the high school, Business Core (formerly known as Introduction to Business), Notetaking, Beginning Typing, and Business Computer Applications are provided as Practical Arts courses. In addition, a wide variety of business courses are offered as part of the Career and Technical Education Program. These include: Advertising, Business Law, Principles and Management, Introduction to Data Processing, Computer Programming, Finance, Marketing Principles and Applications, Beginning and Advanced Accounting, Cooperative Business Education, and Office Administration and Technology.


For Business Classrooms, one wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work. Accommodation for 30 student computer workstations and 3 printers shall be provided. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in subsection 306.5 Non Built-in Furniture and Equipment. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) which also need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



306.4 Built-ins

Built-ins for Business Classrooms

Counter and Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets.


4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 – Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Lockable storage closet is an option.


Instructional Surfaces Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type.





Provide wall or ceiling mount for 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.

Mount for Elmo/LCD All three business classes should be designed for accommodation of Elmo/LCD. See Figure 1 - ELMO/LCD Projector Mounting Diagram in subsection 306.5 Non Built-in Furniture and Equipment.




Furniture & Equipment for Business Classrooms (Verify specific furniture needs based on selection of Small or Large Business Classroom)







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C 2 Rectangular Table 72” 30” adj. P 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools 1 Worktable w/ metal legs 60” 36” 29” X P

30 Student Computer Workstation

36” 30” 30” P May consider built-in counters in lieu of furniture

8 Student Chair 18” P For Student Tables 30 Student Computer Chair adj. P On casters 3 Printer Station 36" 30" 30" P May consider built-in

counter or table(s) in lieu of separate stations.

The Business Classrooms should be designed to include the following: a. A 60” x 30” instructor presentation desk in the front corner of the classroom on which a

computer and ELMO can be placed. The desk should also be consoled with a communications control unit to facilitate uses of computer or ELMO lesson presentations onto a motorized projection screen to be located in front of the classroom. See illustration below.

b. An LCD projection unit to project manual and computerized presentations should be

mounted/secured on a rack or shelf which is hung two to three feet from the classroom ceiling. This will reduce easy removal and theft of LCD projectors. See illustration below.



Figure 1 – ELMO/LCD Projector Mounting Diagram

c. Inclusion of this ELMO/LCD Projection System may be considered for General Classrooms used for delivery of General Business and Note Taking.


a. Finish Information: Floor: Resilient tile or sealed concrete Base: Rubber/vinyl Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved) b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a

solid door with no vision panel for naturally ventilated rooms (with a hold open device – i.e. hook & eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.



Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Walls adjacent to classroom have fixed glass windows for observation and supervision.


a. Acoustics: 1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound

absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.



4. See Acoustical Design Criteria for additional requirements.




3. Size air conditioning system to include internal heat load generated by business machines planned for the classroom.

4. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. One single compartment, large (31” x 22” x 6” deep) stainless steel, ADAAG compliant

for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.






homeruns for these five circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.

Location to be determined during design. (b) Provide one duplex outlet near the T.V. mount.




e. Lighting : 1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See

Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting with multi-level and/or zoned switching. 3. See Electrical Design Criteria for additional requirements.


1. Two way intercom in classroom with P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Call button near teacher’s desk.


station 6 for students and 1 for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

4. Consider accommodations for security alarm. 5. See Multi-Media Design Criteria for additional requirements.

3.08 Special Considerations

Items to consider during design: a. Specific furniture requirements will be determined during design based on program

emphasis and needs.

END OF SECTION 306


Dance and Theater Section 307-1

Section 307 – Dance and Theater 307.1 Area (Recommended) 1,960 SF

Should a school choose to implement a dance and theater program, it is suggested that the space of 2 General Classrooms be considered.


Dance and theater are programs that are being integrated into the curriculum throughout the day. Movement in the form of creative dance is part of the everyday classroom experience as a means to express and communicate ideas, feelings, and concepts. Creative dance uses movement children do everyday – such as walking, running, galloping, shaking, turning and rolling – rather than teaching formal dance steps. Activities: Students are actively involved in the dance learning experience. They participate in creating dance movements; observing others and self performing dance movements; and responding to dance through talking, writing, or drawing. Learning experiences include moving to music and singing; creating their own dances; and moving to reading, poetry, and stories. The theater curriculum involves storytelling, pantomime, improvisation, and puppetry. Performance is an integral part of the theater experience.

307.3 Space Descriptions

Designed as a multi-purpose classroom that supports a variety of activities. 307.4 Built-ins

Built-ins for Dance and Theater

Mirrored Wall One wall should be mirrored for observation of movement by instructor/students.

Presentation Area

Design may consider some type of presentation area (permanent or portable) to be determined during design.

Counter & Sink Approximately 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets.


4 feet wide by 2 feet deep by 7 feet tall storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. May consider extending storage to ceiling if funds allow. Lockable storage closet is an option.



Provide 16 linear feet of magnetic white board at main instructional wall. 4 linear feet of tackboard at each end is desirable, or locate tackboards elsewhere in room. Locate bottom of whiteboard at 30 inches AFF.



Built-ins for Dance and Theater (Cont'd)




Provide wall mount or ceiling mount for a projection screen 6 feet wide by 6 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.


Furniture & Equipment for Dance and Theater Classroom (Furniture to be determined during the design)





Provided By:


with L–Return 66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C

All furniture listed below to be verified during design. Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design.

28 or


14 or

Two Pupil Desk 48” 24” adj. P With 2 book boxes below

28 Individual Tablet Arm Chair Desk


Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table – Rectangular

72” 72”

30” 36”

adj. adj.

P P

Table – Round 48” dia. adj. P Table - Trapezoidal 30”

30” 30” 60"

adj. P

36 Student Chair adj. P For Student Desks & Tables 6 Student Computer Chair adj. P On casters 6 Student Computer

Workstation 36” 30” 30” P May consider built-in counter

in lieu of furniture 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools Risers, Portable Need number and location

to be determined during the design




a. Finish Information: Floor: Resilient tile, sealed concrete, or special flooring. Base: Rubber, vinyl or wood. Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 10’-0” minimum height or exposed structure (if acoustic



solid door with no vision panel for naturally ventilated rooms. Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.


Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.)






4. See Acoustical Design Criteria for additional requirements. b. Air Conditioning and Ventilation:



3. See Mechanical Design Criteria for additional requirements. c. Plumbing:

1. One single compartment, large (31” x 22” x 6” deep) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.

2. Provide accessible drinking fountains within each classroom building at – high/low type. 3. Provide floor sink or standpipe for draining condensate if cooling coil for air

conditioning is located in this room. 4. See Mechanical Design Criteria for additional requirements.



d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum 2

computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated

homeruns for these 5 circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.



e. Lighting :


2. Fluorescent lighting with multi-level and/or zoned switching. 3. During the design program, lighting needs will be reviewed and determined. 4. See Electrical Design Criteria for additional requirements.


1. Two way intercom in classroom. P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Call button near teacher’s desk.

2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent audio/data/video connections at each permanent computer station

6, including conduit and wiring, and one for the teacher. Provide a telephone jack for the teacher.


Items to consider during design: a. Determination of the flooring should support the curriculum and activity focus. Dance

should have a floor with spring/resilience to minimize student injury and discomfort. b. Amount of noise generated shall be considered and design shall be adjusted accordingly. c. Lighting needs to be clarified and accommodated during design.

END OF SECTION 307


Family and Consumer Science Section 308-1

Section 308 – Family and Consumer Science 308.1 Classroom Area

Family Living and Food Service Classroom 2,000 SF Food Service Laboratory 2,240 SF Clothing Laboratory 1,950 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Family & Consumer Science areas.


Public and Human Services Career Pathway for High School: The public and human services career pathway includes careers and courses/program of study related to economic, political, and social systems. Career clusters include child care, civil and social service, education, and hospitality. Social services may include law enforcement, public administration, child and family services, and social work. At the high school level these cluster areas can be addressed through an appropriately equipped single classroom and computer laboratory facility.

Activities: Family and Consumer Science program is an essential component to the public and human services career pathway. Family and Consumer Science program activities involve: • Foods and Nutrition: Selection, preparation, service, care and storage of food, class

discussion, demonstration and observation. • Clothing and Textiles: Selection, care, construction of garments, study of textiles

experimentation. • Management of Family Economics: Management of personal and family resources

selection and purchasing of consumer goods and services, management of personal and family income.

• Human Development and the Family: Observation of children, discussions demonstrations and participation of personal, family and community relations, care and guidance of children.

Family and Consumer Science in the high school level has two components: Comprehensive and Occupational.

The Comprehensive Program emphasizes the students’ acquisition of knowledge and development of understanding, attitudes, and skills relevant to personal, home, and family life and includes instruction in the areas of human development and the family, management and family economics, housing and home furnishing, food and nutrition, clothing and textiles, and personal and family health.

The objective of this program is to develop the students’ interest and competence in the selected areas of study, in order that the students may function effectively as family members during their school years and as homemakers and marriage partners in the future.

In the high school, Home Management and Family Economics, and Family Living are the minimum electives, in which emphasis is on a balanced program covering all areas of family life. Special interest electives in the Comprehensive program are: Home Economics, Family Clothing, Home Nursing, Personality and Dress, Child Care and Management, Family Relationships, and Housing and Home Furnishing (the names for the classes may vary, school to school).

The high school also offers an Occupational Program, a specialized program to develop a student’s knowledge and competence of value on the job market in the areas of: Food Service, Clothing Service, Child Care Service, Institutional Housekeeping, and Health Services.



The objective of the program is to develop attitudes, appreciation, understandings, and marketable skills which will enable individuals to move toward occupational specialization in community colleges and technical schools or to enter directly into a career in one of these areas.

Activities: The Comprehensive & Occupational activities will be on the individual small group, total class group or large group type and will involve: • Foods and Nutrition: Selection, preparation, service, care and storage of food, class

discussion, demonstration and observation of films. • Clothing and Textiles: Selection (grooming and modeling), care (repairing and laundering),

construction of garments (cutting, sewing, pressing and fitting), study of textiles (testing effects of laundering procedures) experimentation, discussion, observation of films, and demonstration.

• Management and Family Economics: Management of personal and family resources, selection and purchasing of consumer goods and services, management of personal and family income.

• Human Development and the Family: Observation of children, discussions, demonstrations, and participation of personal, family and community relations, and care and guidance of children.

• Personal and Family Health: Patient care of young, ill and aged, home nursing procedures, emergency first aid, observation of community, and medical facilities.


The classroom required for these varied units must be a general purpose room, large enough to accommodate the different equipment, and capable of flexible arrangements by way of portable dividers into separate work areas. A walk-in storeroom is also required. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for 10 permanent computer stations (1 teacher and 9 student stations) and 1 printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in subsection 308.5 Non Built-in Furniture and Equipment. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) which also need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



308.4 Built-ins

Built-ins for Family Living and Food Science Classroom

4 or 5 Kitchen Units

1 Teacher’s Demonstration Unit

Kitchen units will have 5 linear feet of base cabinet for mixing center; 6 linear feet base cabinet for sink center with space for double sink and waste disposal; 2’-6” base cabinet plus space for either electric or gas range. Base cabinets to have drawers and adjustable shelving; wall cabinets with adjustable shelving of lengths equal to base cabinets where practical. Demonstration table shall have an overhead viewing mirror. Consider optional island layout of kitchen units. Islands should be 96”L x 42”D x 36”H. Provide a paper towel dispenser with each unit. One unit shall be accessible and designed accordingly.



Student Project Storage Cabinets

Storage for 160 student project trays, each 16” x 6”H x 18”D – total of 22'L x 60"H x 18"D in lockable cabinets.

Overhead Cabinets

Provide storage cabinets above washer and dryer and under laundry sink.




Size and location to be verified during design.





Mirror Provide minimum 4’ x 6’ full length wall mounted mirror or 3 way full-length mirror set 6 inches above finish floor.



Built-ins for Food Service Laboratory

Counters, cabinets and sinks

1 Teacher’s Demonstration Unit

Lab to include stainless steel countertops and sinks to support program needs. Base cabinets to have drawers and adjustable shelving; wall cabinets with adjustable shelving of lengths equal to base cabinets where practical. Demonstration table shall have an overhead viewing mirror. The intent of the Food Service Lab is to prepare students for employment in the food service industry in large restaurant or hotel operations. Based on specific Food Lab focus, layout and equipment to be determined during design.



Overhead Cabinets










28 Student Lockers

Provide minimum 16" W x 12" D x 18" H lockers for storage of students' personal items during class.



Built-ins for Clothing Laboratory



Student Project Storage Cabinets

Storage for 160 student project trays, each 16” x 6”H x 18”D – total of 22'L x 60"H x 18"D in lockable cabinets.

Overhead Cabinets










Mirror Provide minimum 4’ x 6’ full length wall mounted mirror or 3 way full-length mirror set 6 inches above finish floor.

Adjustable Shelving in Cabinets of Storage Room

Storage for 4 portable electric sewing machines and swatches of material; Wardrobe with shelves and rod for hanging garments – 4’W x 2’D x 7’H; Storage, 3’W x 2’D x 7’H with vertical partition for 2 portable iron boards and adjustable shelves for vacuum, irons, and sewing supplies and equipment. Locks for all cabinets. Verify layout and requirements during design.




Furniture & Equipment for Family Living & Food Science Classroom


Legend: CFCI = Contractor Furnished /

Contractor Installed SFSI = State Furnished / State Installed –


Provided By: Lecture Area: L W H CFCI SFSI Description / Comments:


66” 48”

30” 24”


1 Teacher Chair on casters adj C 1 4 drawer Legal file cabinet 18” 28” 52” C 6 Student Computer Chair adj. P On casters 6 Student Computer

workstation 36” 30” 30” P May consider built-in counter


Schools Child Care Area: L W H CFCI SFSI Description / Comments:

4 Bookcases – movable 48” 16” 36” X Verify with school – casters or slides

1 Cubby – movable with casters

48” 16” 36” X

2 Tackboard – portable with stable base

36” 36” X Verify size with school

2 Tables – round, low, folding P 10 Stacking chairs for child care

area P To be sized during design

Food Prep Area: L W H CFCI SFSI Description / Comments:

2 Range – electric, 30”, free standing, 4-burner, self cleaning (8000-16,000W); requires individual circuit 208V; and 1 – gas with similar features

X

1 Dishwasher – built-in (1500-W), 120 V.

X

Home Nursing Area: L W H CFCI SFSI Description / Comments:

1 Work counter – portable, base with 1 adjustable shelf; rubber-tiered 3” diameter casters (with 2 fixed and 2 that swivel with locking brakes); lock on door.

24” 24” 30” X

2 Storage cabinets for pillow, linens, basins, medical supplies, backrest with locks.

X Verify size during design



Furniture & Equipment for Family Living & Food Science Classroom (Cont'd)


Legend: CFCI = Contractor Furnished /

Contractor Installed SFSI = State Furnished / State Installed –


Provided By: Classroom: L W H CFCI SFSI Description / Comments:

Choice of individual, two pupil student desks, or chair desk w/tablet arm: 28 or

Individual Student Desk 26” 20” adj. P With book box below

14 or

2 – Pupil Student Desk 48” 24” adj. P With 2 book boxes below

8 Multi-pupil table 72” 36” adj. P Verify student desk arrangement during design

28 Student Chairs 18" P Verify need for additional chairs and/or stools during design.



Furniture & Equipment for Foods Service Laboratory





Provided By: Lecture Area: L W H CFCI SFSI Description / Comments:


66” 48”

30” 24”


1 Teacher Chair on casters adj C 1 4 drawer Legal file cabinet 18” 28” 52” C 6 Student Computer Chair adj. P On casters 6 Student Computer



Schools 2 Whiteboard - portable X Food Preparation Area: L W H CFCI SFSI Description / Comments:

2 Ranges – electric, free-standing, 4-burner, self-cleaning (8000-16,000W) require individual circuit of 208V.

30” X

3 Ranges – gas, free-standing, 4-burner, self-cleaning with minute minder and thermostat control

30” X

2 Dishwasher – built-in (1500W) requires 120 V.

24” X

Food Service Training

Area: L W H CFCI SFSI Description / Comments:

1 Range – institutional, gas, 2 open burners, griddle top and oven

X

1 Convection single oven with legs, 3/4 hp., 120V., single phase, 11.4 amp, 10,000 btu.

36” 36” 69” X

1 Microwave oven (1250-W) 20 amp, 208V, 1 phase.

X

1 Mixer – 20-qt. with stand and attachments, 1/3 hp, single-ph, 6’1, 3-prong cord, 3-speed.

X

2 Worktable, stainless steel, 1 shelf and 1 drawer, locking wheels.

X



Furniture & Equipment for Foods Service Laboratory (Cont'd)





Provided By: Laundry Area: L W H CFCI SFSI Description / Comments:

1 Clothes washer – automatic, 1/2 hp motor (700-W), requires 120V.

X

1 Clothes dryer – electric sensor (5000-W), requires 208-V.

X

1 Water heater – electric-82 gallon (2000-4500 W), requires individual circuit. (208-V)

X

1 Water heater – gas with booster, 82 gallon, 3/4” gas pipe, 199,999 BTU (for food service training program)

X

Classroom Area: L W H CFCI SFSI Description / Comments:



14 or



28 Student Chair 17” – 18” P Verify use of chairs or stools and number during design

Garment Industry Training


2 Cutting table – top of 1-1/4” solid hardwood; cabinets below and 3 – bolt storage shelves

72" 36" X Verify size & height during design

Fitting Room Area: L W H CFCI SFSI Description / Comments:

1 Mirror – triple – full length 72” 24” X 1 Platform, portable for

hemming 36” 36” 6” X



Furniture & Equipment for Clothing Laboratory



Installed SFSI = State Furnished / State Installed – these

items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website)

Provided By: Laundry Area: L W H CFCI SFSI Description / Comments:

1 Clothes washer – automatic, 1/2 hp motor (700-W), requires 120V.

X

1 Clothes dryer – electric sensor (5000-W), requires 208-V.

X

1 Water heater – electric, 40-gallon (2000-4500 W), requires individual circuit. (230-V)

X

Classroom Area: L W H CFCI SFSI Description / Comments:



14 or



32 Student Chair 17” – 18” P 1 Teacher Desk

With L–Return 66” 48”

30” 24”


1 Teacher Chair on Casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C 6 Student Computer

Workstation 36” 30” 30” P May consider built-in counter

in lieu of furniture 6 Student Computer Chair adj. P On casters, verify during

design




Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic


b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.




a. Acoustics: 1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound absorptive

ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions surrounding classrooms should have a minimum rating of 51. The


accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.




3. Provide commercial style grease hood at each range. Grease ducts shall be protected with one hour enclosure or as approved by the local Building Department.

4. Provide vent to exterior for dryer. 5. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing:

1. Two compartment stainless steel sink, ADAAG compliant at one station, for front approach at each island including the teacher’s demonstration table. Each sink provided with a solids interceptor. Cold and hot water for sanitation.



4. Provide closet with utility sink with hot water and mop rack for sanitation. 5. Provide an accessible hand wash sink. 6. See Mechanical Design Criteria for additional requirements.



d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per wall for general use. 2. Provide/verify sufficient floor or wall outlets for the following: (a). Ten sewing machines (b) Six rice cookers (c) Three microwave ovens (d) Six electric ranges – 30 inch free standing, cleantop, 4 burners, self-cleaning oven

(no gas ranges) (e) No disposals (f) Two refrigerator/freezers, 16 – 18 cubic feet, frost-free, upright freezer with

separate door. (g) Washer, clothes, automatic 1/2 HP, 120 V. (h) Dryer, clothes, electric, 1/2 HP with sensor, 220V. (i) One freezer 3. Provide remote power shutdown for ovens/stoves. Location determined during the

design. 4. Provide one 120 volt G.F.I. duplex outlet near each sink above the backsplash. 5. Provide one 120 volt duplex outlet for each permanent computer station. Maximum two

computer stations on one 20 amp branch circuit. 6. Provide a minimum of 5 circuits per classroom. Verify number of circuits required per

list in paragraph 2. above. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.



e. Lighting: 1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See

Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting with multi-level and/or zoned switching. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: 1. Two way intercom in classroom with P.A. system to include a speaker above the main

instructional board with communication between classroom and administration. Locate call button near teacher’s desk.


station, 6 for students and 1 for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.




308.8 Special Considerations Items to consider during design: a. Verify specific kitchen equipment needs for Food Service Lab during design. Focus may

vary with school. b. Consider layout of the classroom and food prep area with an operable wall with white

boards and tackboards for flexibility in use. c. Location of classroom needs to allow for vehicular access and ease of supply deliveries. d. Consider screens on doors and doorways for insect control.

END OF SECTION 308


Industrial Arts Section 309-1

Section 309 - Industrial Arts 309.1 Classroom Area

Manufacturing Shop 4,100 SF Building and Construction Shop 4,240 SF Design and Engineering Classroom 2,360 SF Electronics and Computer Systems 4,210 SF Transportation Systems 6,090 SF Vocational Technology 2,950 SF See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Industrial Arts area.

309.2 Program Description and Philosophy:

Industrial and Engineering Technology Career Pathway for High School: The Industrial Engineering Technology Career Pathway includes programs of study that involve the application of scientific principles to solve practical problems of design, production, and systems. Industrial and Engineering Technology is concerned with helping students manage and respond sensitively to technology. Every human activity is dependent upon tools, machines, and systems. This collection of devices, capabilities, and knowledge that accompanies them is called technology. A technologically literate person understands, in increasingly sophisticated ways that evolve over time, what technology is, how it is created, and how it shapes society, and in turn is shaped by society. Furthermore, technology is evolving at an accelerated rate, with new technologies being created and existing technologies being improved and expanded on a daily basis.

Students who study technology learn about the technological world that inventors, engineers, and other innovators have created. They study how energy is generated, transmitted, and distributed. They examine communications systems and delve into manufacturing and materials processing. They investigate transportation, information processing, and biological technology. They even look into emerging technologies, such as genetic engineering, or technologies that are still years or decades away, such as fusion power. Because technology is so fluid, students of technology tend to spend less time on specific details and more on concepts and principles. The goal of Industrial and Engineering Technology program is to provide students with a conceptual understanding of technology and its place in society and to help students use this understanding to evaluate and use emerging or new technology.

Activities: In the high school, the student may choose a program of study within five cluster areas: Design and Engineering, Transportation Systems, Manufacturing, Building and Construction, and Electronics and Computer Systems.

Students move from work station to work station or from work station to service area. Typically, the pattern of movement of materials is from delivery point to storage, storage to work station or equipment, and back to storage or finish area. Student’s paths shall fan out, rather than crisscross. Distinct aisles of travel should be provided for free flow of traffic among all areas and points of common usage. Each of the following sub-program areas has specific facility needs.



Sub-Program: Design and Engineering (formerly Drafting and Designing Lab) Design and Engineering involves the professional practices to apply science and mathematical concepts and skills to solve engineering design problems and innovate designs. The process involves research, development, testing and analyzing engineering designs using criteria such as effectiveness, safety, human factors, and ethics. Concentration areas include architecture and engineering.

Sub-Program: Transportation Systems (formerly Power and Auto) Transportation Systems is a complex network of interconnected components operating on land, water, air and space to allow the movement of people and goods from place to place involving the structure, suspension, guidance, control and support that must function together. It involves the process of loading, moving, unloading, delivering, evaluating, marketing, managing, communicating, and using conventions necessary for the entire transportation system to operate efficiently. Concentration areas include automotive technology, marine technology, aeronautic/space technology, and operations and support.

As the automotive programs move towards industry standards, access to computer based information is required. These computer based programs provide up to date information, such as factory technical specifications, service bulletins.

Sub-Program: Manufacturing (formerly Metals) Manufacturing systems converts natural materials for the production of physical goods in a workplace or factory. The process includes designing products, gathering, resources, and using tools or chemicals to separate, form, and combine and conditioning of materials in order to produce durable and non-durable products. Concentration areas include machine tool, sheet metal, welding, synthetics, and fine woodworking/millwork.

Sub-Program: Building and Construction (formerly Woods) Building and Construction is the process of designing and making structures typically for the shelter of people. The process involves the utility, climate, structural, procedure, alteration, renovation and maintenance. The design process is based on laws and codes, style, convenience, cost, climate, and function. Concentration areas include plumbing, carpentry, masonry, and electrical.

Sub-Program: Electronics and Computer Systems (formerly Electronics) Computer Systems is the process to store, analyze, manipulate, record, and transmit information, applying design, development, implementation, support and/or management of computer hardware and networks. Electronic Systems is the process of applying passive electronic components for the purpose of channeling and controlling electrical power through the use of electrical theory to carry an electronic or electro-magnetic signal. Concentration areas include computer technology, computer networking, system analysis and programming, and electronics.

309.3 Space Description:

The basic training in the use of tools, machines, etc., requires a laboratory, which should be designed to accommodate approximately 28-32 students. Each lab must be designed to contain adequate work spaces, benches, and tools and sufficient numbers of tools and equipment to provide for all students working at different functions during a class period.



One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in paragraph 309.5. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) which also need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

309.4 Built-Ins

Built-In Furniture for the Building and Construction Laboratory Classroom and Office:

2 Storage Cabinets 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2. Lockable storage closet is an option.


Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Locate bracket away from circulation paths. Verify size of TV with school.


Provide wall or ceiling mount for 6 feet wide by 6 feet high projection screen (manually operated) to be purchased by the school. *Verify need for wall or ceiling mount for LCD projector.

Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Detail 3. 6 in classroom and 1 in office.

Instructional Surfaces Provide whiteboards and tackboards on available wall surfaces as practical and as determined during the design.

Restrooms and Lockers:

1 Display Cabinet Glass with metal frame – 72” x 16” x 66”

Metal Lockers Provide 16 lockers w/in ea. Locker room, each 12” x 12” x 30” 2-tier with combination lock or padlock type. Provide 2 lockers, each 12” x 12” x 60” at the Staff Toilet.

Finishing Room:

1 Air Compressor 80 gallon (5 hp. 230v. 2 stage) with magnetic starter, automatic switch, and belt guard. 74” L x 27”D x 52”H at Compressor Room.

1 Spray Cart Metal on 3” casters.- 42” x 30” x 18”

2 Paint Cabinet Metal with lock and key – 36” x 18” x 84”

Work Counter Provide 24”W x 30”H work counter the entire length of open wall space, with cabinets above and below. Counter tops to be of 2” hardwood edge grain. Provide 24”W x 32”H work counter with cabinets and adjustable shelving below for 2 side walls at the Tool Storage Room.



Built-In Furniture for the Building and Construction Laboratory (Cont'd) Bench Woodworking:

8 Woodworking Bench

2.25” hardwood top, with steel cabinet below (Parent 64-50-402C). 64” X 50” X 33”

Work Counter Provide 24”W x 30”H work counter the entire length of open wall space, with cabinets above and below. Counter tops to be of 2” hardwood edge grain. Provide 24”W x 32”H work counter with cabinets and adjustable shelving below for 2 side walls at the Tool Storage Room.

1 Demonstration Bench

2.25” hardwood top, with steel cabinet on casters

1 Glue Bench Hardwood top with steel cabinet on casters. 52” x 36” x 33”

28 Vises Woodworking, industrial type rapid-action, 4” x 7” – 18” L x 17”D x 6”H.

1 Display Cabinet Glass with metal frame – 72” x 16” x 66” Machine Woodworking:

Table At Machine Woodworking Area, provide extension table on each side of radial saw (24” x 48”L x table height). Work top counter on each side of wash sink with cabinets below.

1 Dust Collection Dust-collection unit – 25hp, 230V, 3-ph, for outside exhaust system complete with ducts, weather cap, container, belt guard, filtered exhaust system, hopper stand with sufficient clearance to take 2 – 55 gallon drum containers on trays with casters. (See Utility and Room Data Information)

Project Storage Rooms:

6 Metal Shelving Metal or wood (3-tier, 10 sections each 36” x 18” x 96” for entire length of storage room, set.

6 Metal Racks

To stock lumber 14’ L (1,000 bd. ft.) and plywood to 4’ x 8’ size (50 sheets stored flat)

Built-In Furniture for the Manufacturing Laboratory

Classroom:






Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Detail 3. 6 in classroom, 1 in office.


1 Display Cabinet Glass with metal frame – 72” x 16” x 66”



Built-In Furniture for the Manufacturing Laboratory (Cont'd)

Classroom: (Cont'd)

Supply and Parts Room:

7 Metal Shelving 30” x 16” x 84” Bench Metalworking:

Instructional Surface Portable - 72” x 16” x 72”

8 Metalworking Benches

14-gauge metal top continuous around edges – 90” L x 42”D x 42”H.

1 Demonstration Metalworking Bench

14-gauge metal top continuous around edges on 2-1/4” casters – 42”L x 30”D x 32”H. Portable on 2-1/2” casters with locking device

12 Vises Machinist, 3-1/2”, swivel, Wilton C-0, 16” x 8” x 9”. Mount 4 each of the 3-1/2” vises on side of 3 benches at 20” from end and flush to edge.

9 Vises Machinist, 4-1/2” Wilton C-1, 18” x 8” x 9”. Mount 3 each of the 4-1/2” vises on 3 benches. Mount bench plate, former, and bar folder on other 2 benches.

1 Display Cabinet Glass with metal frame. 72” x 16” x 66” Hot Metalworking:

1 Bench Gas furnace, with 1/4” transite and heat-resistant top, 9” back and shelving below. 96” x 30” x 32”

Welding:

3 Welding Booth Electric, complete with curtain, 2 inspection windows, bench, welding grate and firebrick (Brodhead/Garret Mod WB106). 36” x 24” x 48”.

1 Bench Gas welding, metal (12 ga.) with fire bricks. 42” x 32” x 32”

Machine Toolworking:

1 Bench Extension, hardwood top (ext. for 3’ shear). 48” x 36” x 32”

Work Counter Provide on both sides of wash sink with storage cabinets below.

Project Storage Rooms

5 Shelving Adjustable – metal or wood (4 tiers of 4 sections each), set. 36” x 18” x 96”

5 Shelving Permanent – metal or wood (3 tiers of 10 sections each), set. 16” x 12” x 32” Finishing Room:

1 Spray Cart Metal, with casters (3”). 42” x 24” x 18”

2 Paint Cabinet Metal, with lock and key. 36” x 18” x 84”

Compressor Room:

1 Air Compressor 60-gal., 2-hp, 230-V, 2-stage, complete with starter switch and belt guard. 72” x 30” x 39”

Materials Storage:

Metal Racks Provide against walls to stock bars and pipes 21 feet in length and sheet metal in 4’ x 8’ sizes.



Built-In Furniture for the Manufacturing Laboratory (Cont'd)

Compressor Room: (Cont'd)

Tool Room:

Counter 24”W x 32”H on 2 side walls with cabinets and adjustable shelving below.

Restrooms and Lockers:

2 Lockers 12” x 12” x 60” at Staff Toilet

16 Lockers 12” x 12” x 30” double tiered at each Locker Room.

Built-In Furniture for Design and Engineering Classroom Classroom:

Work Counter 36”W x 30”H with plastic laminate top and cabinets below along open wall space with lock and key

1 Storage Cabinet 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2.

1 Cabinet Wall mounted, instrument, glass with metal frame, lock and key. 72” x 84” x 48”. May consider another of above type or a lockable storage closet as an option.







Built-In Furniture for the Design and Engineering Classroom (Alternate if focus is Drafting and Design)

Work Counters 30”W x 36”H with plastic laminate top and cabinets below along all open wall space.








Built-In Furniture for the Design and Engineering Classroom (Cont'd) (Alternate if focus is Drafting and Design)



Built-In Furniture for Electronics and Computer Systems Laboratory

Classroom:

2 Storage Cabinets 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2.







Network Rack For ub, switches, and routers. Benchworking:

Work Counters 30”W x 32”H against length of open wall, (24’L) with cabinets below

5 Carrels 36”W x 48”L x 30”H with 1/4 transite top along wall with tunnel (8”W x 8”H) inclined at top for 6 speakers on countertop against wall.

Communication Room:

1 Antenna Triband ham antenna, complete with rotator (CDE-HAM-M), 50’ tower (TRI-EX) cables (500’RGU, 6-conductor for rotator), conduit for antenna cable/terminal box (verify if needed during the design)

Testing Room:

Work Counter Plastic

Work counter (30”W x 30”H) with cabinets below spaced 4’ apart for leg room, around all walls except entrance wall. Provide overhead cabinets.



Built-In Furniture for the Transportation Systems Laboratory

Classroom:

1 Storage Cabinet 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Detail 2.


Automotive Engine Area:

6 Benches Work bench, portable, metal, on 4” casters, reinforced steel top with expanded metal cage below with door lock and key. 42”L x 24”W x 36”H.

Automotive Hoist Area:

2 Lifts Twin-post, 11,000 lb. capacity, air-oil operated, 72” – 132” capacity for passenger car and light trucks. 216”L x 48”W x 72”H. Fixed (rear) post of twin-post hoist 6’ from roll-up door and movable post, with minimum distance of 88” to maximum of 148” from fixed post. Floor controls of hoist to be 48” beyond maximum of movable post.

Work Counter Acid resistant, 30”W x 96”L x 32’H with racks below for charging batteries and for spark-plug cleaner.

Lube Racks Lube racks in cage of expanded metal (24” x 96” x 84”H) with 2-48” sliding hanging doors on industrial type railing with lock and key.

Spray Booth:

Spray Booth Automotive spray booth (15”W x 26’-4”L x 9’H), solid back with 8 lights and observation window, 2 hp., 230-V, 3 hp motor,; 34” diameter exhaust fan, 100 cfm access door (30”W x 84”H) 2-5’ x 9’ filtered doors; meet all OSHA requirements.

Compressor Room:

1 Air Compressor 80-gal., 15-hp., 230-V, 3-ph., 2-stage, 30-cfm disbursement complete with starter switch, and belt guard, oil & water separator.

Tool Room:

Work counters 24”W x 32”H with cabinets and adjustable shelving below. Testing Room:

Work counters 36”W x 30”H with storage cabinets below along all available walls. Locker Room:

Lockers In each classroom, 16 – 12” x 12” x 60” lockers; 16 – 5-tiered locker units, each locker 12” x 12” x 12”; each locker with combination lock and master keyed; provide bench in front of lockers; on 4” concrete curb base.

Automotive Areas:

5 Project Storage Lockers

4-tiered student project lockers, fixed on 4”H concrete base, each locker 18”H x 24”W x 18”D with combination lock and key.

Service Areas:

5 Work Counters Carrel-type work counters (48” x 30”W x 32”H) with 16-ga. sheet-metal top bent around front edge with 3-drawer tier below on 1 side and open space adjacent for leg room. Benches for gas-welding and arc-welding.



309.5 Non Built-in Furniture and Equipment:

Furniture & Equipment for the Design and Engineering Classroom







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet 18” 28” 52” C 2 Student Chairs P

Classroom: L W H CFCI SFSI Description / Comments:

Choice of individual, two pupil student desks, chair desk w/tablet arm; or multi pupil tables: 32

Individual Tablet Arm Chair Desks


or 32 or


16 2 Pupil Desks 48” 24” adj. P With 2 book boxes below or 16 Table – multi-pupil 60” 30” adj. P Verify number and size during

design 32 or

Chairs 18" P Verify number, type, and height of chair during design

32 Chairs – swivel adj. P Composing Area: L W H CFCI SFSI Description / Comments:

4 Chair – High, swivel, metal with back rest

24” – 33”

adj. P

Planning Area: L W H CFCI SFSI Description / Comments:


24” – 33”

adj. P

6 Student Computer Work Stations

36” 30” 30” P Provide at every classroom

6 Computer Chairs adj. P



Furniture & Equipment for the Design and Engineering Classroom

(Alternate if focus is Drafting and Design)







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet 18” 28” 52” C Classroom: L W H CFCI SFSI Description / Comments:

34

or

Table – drawing, single unit 42” 30” 39” P Student seating arrangement determined during design based on type of drawing (CADD would require computer work stations)

17 Table – drawing, steel, 10-drawer unit (lock/key individual with master, optional, 2 wing)

81” 30” 39” P


adj. P






Furniture & Equipment for Electronics and Computer Systems Laboratory







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet 18” 28” 52” C 2 Student Chairs P Classroom: L W H CFCI SFSI Description / Comments:

Choice of individual, two pupil student desks, chair desk w/tablet arm; or multi pupil tables: 32



or 32 or


16 2 Pupil Desks 48” 24” adj. P With 2 book boxes below or 16 Table – multi-pupil 60” 30” adj. P Verify number and size

during design

Communication Room: L W H CFCI SFSI Description / Comments: 6 Student Chairs P Verify type during design Testing Rooms: L W H CFCI SFSI Description / Comments:

8 Stools – Metal 24” - 33”

24"-33"

P






Furniture & Equipment for Transportation Systems Laboratory.







66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal file cabinet 18” 28” 52” C Classroom: L W H CFCI SFSI Description / Comments:

Choice of individual, two pupil student desks, or chair desk w/tablet arm: 32



or 32 Individual Student Desks 26" 20" adj. P or 16 2 Pupil Desks 48” 24” adj. P 32

Chairs 18" P Coordinate number with type

of student desk selected Automotive Engine Area: L W H CFCI SFSI Description / Comments:

2 Flammable Storage Cabinet 43” 18” 65” X P Automotive Hoist Area: L W H CFCI SFSI Description / Comments:

4 Flammable Storage Cabinet 43” 18” 65” X P 2 Lift, twin-post, 11,000-lb.

capacity, air-oil operated, 72” – 132” capacity for car and light trucks.

X

Testing Room: L W H CFCI SFSI Description / Comments:

1 Lath, metal, 9” bench, 3/4-hp, 120v

X



Furniture & Equipment for Manufacturing Laboratory







66” 48”

30” 24”






or 32 Individual Student Desks 26" 20" adj. P or 16 2 Pupil Desks 48” 24” adj. P 8 Table – multi-pupil 60” 30” adj. P

32 Chairs 18" P 6 Student Computer Work

Stations 36” 30” 30” P Provide at every classroom

6 Computer Chairs adj. P Bench Metal Working


2 Flammable Storage Cabinet

43” 18” 65” X

12 Vises – machinist, 3-1/2”. swivel, Wilton C-O

16” 8” 9” X

9 Vises – machinist, 4-1/2”l, Wilton C-1

18” 8” 9” X

32 Stools P Verify height during design



Furniture & Equipment for Building and Construction Laboratory







66” 48”

30” 24”






or 16 2 Pupil Desks 48” 24” adj. P or 8 Table – multi-pupil 60” 30” adj. P Verify size during design

32 Chairs 18" P Bench Woodworking: L W H CFCI SFSI Description / Comments

32 Stools adj. P Verify height during design Machine Woodworking: L W H CFCI SFSI Description / Comments:







Building and Construction Shop: Floor: Resilient Tile:

• Offices • Classrooms

Finished concrete: • Supply/Parts Room • Tool Room • Project Storage Room • Material Storage Room • Finishing Room • Compressor Room

Finished concrete, leveled and coated with hardener: • Bench Woodworking Area • Machine Woodworking Area

Floors around machines and work benches to be slip-resistant with special abrasive

material. Provide traffic lines around work stations to be clearly marked with 2 inch wide yellow stripes. Machine areas to be separated from benchworking areas.

Glazed tile (non-skid) sloped to drainage at all restrooms and locker rooms with a 4

foot high wainscot and 4 inch concrete base at lockers. Manufacturing Shop: Floor: Resilient Tile:

• Classrooms • Offices

Finished concrete: • Supply/Parts Room • Tool Room • Project Storage Room • Material Storage Room • Finishing Room • Compressor Room

Finished concrete (non-slip) with hardener: • Bench Woodworking • Machine Woodworking • Welding Area

Floors around machines and work benches to be slip-resistant with special abrasive material. Provide traffic lines around work stations to be clearly marked with 2 inch wide yellow stripes. Machine areas to be separated from benchworking areas. Finished concrete (non-slip) with hardener and with special abrasive material:

• Hot Metalworking Area:



Floors around foundry furnace to be recessed for 1/2” x 48” x 96” transite. Safety zone area to be marked with 2 inch yellow traffic lines.

Base: Rubber Walls: Painted Gypsum Board or Painted CMU At the Project Storage Room: Provide expanded metal from floor to ceiling

to separate each of the 6 storage rooms. Sliding doors shall be of expanded metal on heavy-duty rails with lock and key (separate from master).

Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved). Provide 12 foot minimum clearance at Bench Woodworking, Machine Woodworking Areas, Hot Metalworking, and Welding Area. Provide expanded metal ceiling at 9’-0” high at the Project Storage Room and Materials Storage.

Design and Engineering Classroom:

Floor: Resilient Tile at classrooms and offices. Finished concrete at Equipment/Supply Room.

Finished concrete at Equipment/Supply Room. Base: Rubber Walls: Painted Gypsum Board or Painted CMU Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved). Electronics and Computer Systems: Floor: Resilient tile;

• Classroom • Office • Communication Room • Project Storage Room • Computer Lab • Benchworking Area • Testing Room

Glazed non-skid tile at restrooms with 4 feet high wainscot. Finished concrete at Equipment/Supply Room. Base: Rubber Walls: Painted Gypsum Board or Painted CMU Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved). Transportation Systems: Floor: Resilient Tile:

• Classroom • Offices Finished concrete: • Supply/Parts Room • Storage Room • Compressor Room • Combustible Storage Room Finshed non-slip concrete: • Components Parts Service Area



Finished concrete with 4-1/2 inch traffic lines 7 feet apart for each stall and 4 inch concrete locker base: • Automotive Stalls

Finished concrete with marked traffic lines around engine area with 2 inches yellow stripes: • Automotive Engine Area.

Finished concrete with 4-1/2 inch traffic lines 8 feet apart and dead center for aligning automobile with hoist and for identifying safety zone. Secure tire changer at available open area with 2 inch yellow stripe for safety zone: • Automotive Hoist Area. Finished concrete with raised curb around base of booth wall 2" H x 3" W, except at door: • Spray Booth Area. Finished concrete with hardener: • Tool Room • Testing Room.

Glazed tile (non-skid) sloped to drainage with 4 foot high wainscot at restrooms and locker rooms. Provide 4 inch concrete base at lockers. Rough concrete finish at outside service areas. Area between concrete slab and fence to be surfaced with asphalt concrete.

Finished concrete at Equipment/Supply Room. Base: Rubber Walls: Painted Gypsum Board or Painted CMU Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved). 14’ minimum height at Component Parts Service Area.

b. Fenestration: Building and Construction Shop:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Roll-up doors may be used in some areas to accommodate delivery of materials and supplies.

Materials Storage Room: Provide double leaf sliding doors for removing stored lumber from 1 end of room. Doors to be made of expanded metal hung on heavy industrial rails.

Finishing Room: Provide observation and supervision glass windows on doors (6’ x 7’ double leaf).

Tool Room: Provide metal Dutch door serving counter and metal door frame with lock and key.



Machine Woodworking: Exterior doors will be metal with metal jambs. Locks and hardware to be burglar proof. Provide 1 - 10’ x 9’H roll-up door facing service road to be provided for ripping and planning large stocks and for receiving and storing materials Roll up door will serve the surfacer and table was to plane and cut long stock lumber utilizing lanai area. All roll-up doors shall be metal with metal frame.

Windows: Provide operable windows - type dependent on ventilation (natural or

ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies).

Certain glass areas may require safety glass. At Machine Woodworking Area, window sill to be minimum 7 feet

above floor and all exposed windows to have security screens installed from outside.

Manufacturing Shop:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Roll-up doors may be used in some areas to accommodate delivery of materials and supplies.

Material Storage: Provide double leaf sliding doors for removing and storing metals at 1 end of room. Doors to be made of expanded metal hung on heavy industrial rails.

Finishing Room: Provide observation glass window (10” x 10”) on doors (6’ x 7’ double leaf). Air intake with metal louver outside and replaceable filter inside.

Tool Room: Provide metal Dutch door with serving counter and meal door frame, lock and key.

Machine Toolworking: Provide 1 – 10’ x 9’H roll-up door facing lanai and service road to be provided in addition to separate entrance door. All roll-up doors shall be metal with metal frame.

Windows: Provide operable windows - type dependent on ventilation (natural or

ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.)

Certain glass areas may require safety glass. Bench Metalworking, Hot Metalworking, Welding Area, and Machine

Toolworking Area: Window sill to be minimum 7 feet above floor and all exposed windows to have security screens installed from outside.

Electronics and Computer Systems: Doors: Provide view panel in exterior doors of air-conditioned facilities.

Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security. Benchworking: Exterior door and frame to be metal. 1 - 3 feet wide entrance door and 1 - 6 feet wide service door (double).



Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Window sill at Benchworking area shall be minimum 7 feet above floor facing entrance with security protection measures.

Transportation Systems: Doors: Provide view panel in exterior doors of air-conditioned facilities.

Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Automotive Hoist Area: Provide 10’ x 10’ roll-up door for use of twin-post hoist. Automotive Stall Area: Provide 10’ x 10’ roll-up door at each of the 3 stalls.

Spray Booth Area: Provide 10’ x 10’ roll-up door. Outdoor Area: Provide overhead doors for spray booth, hoist area,

and auto stalls (3) will form 1 side of the outside service area. Tool Room: Provide metal Dutch door with serving counter and metal

frame. All roll-up doors shall be metal with metal frame. Windows: Provide operable windows - type dependent on ventilation (natural or

ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Walls facing classroom and shop areas to have fixed wire glass windows with 3 feet high sill for supervision and safety. Components Parts Service Area: Window sill to be minimum 7 feet above floor with security screen installed from the outside. Spray Booth: Window sills at 7 feet high minimum.

309.7 Utility and Room Data Requirements: 309.7.1 Acoustics

The classroom shall have: a. Room shall meet a background ambient noise levels of 40 to 45 DBA. b. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC

of 0.5 to 0.6. c. Interior partitions surrounding classrooms should have a minimum rating of 51. The

partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. d. Contain compressor noise as much as possible. e. See Acoustic Design Criteria for additional requirements.

309.7.2 Air Conditioning and Ventilation:

a. Provide individual thermostat control with range points in each air-conditioned classroom. Locate thermostat near teacher station. Determine during design if a lockable cover is needed for adult control.

b. Odor producing areas such as paint drying areas shall be exhausted with no area recircu-lated. Welding and paint spray booths shall be exhausted by a dedicated exhaust system and designed for welding and paint spraying respectively. Exhaust systems for both shall be designed in accordance with the recommendations of the ACIGH. (American Conference of Governmental Industrial Hygienists).



c. Coordinate classified areas defined by National Electric Code with the electrical consultant. Specify motors and appurtenances for specialized exhaust system to meet the requirements (e.g. explosion proof, non-sparking, etc.)

d. Provide welding fume exhaust system if welding is performed indoors. e. Provided ducted dust collection system for wood working operations. f. Verify air filtration systems to meet all air quality standards. g. Building and Construction Shop:

1. Machine Woodworking Shop: Provide centralized dust collection system to be provided for: uniplane, planer, table saw, belt sander, and disc sander with 2 floor sweeper ducts. Dust collection unit to be located outside the building, under shelter, protected from elements, vandalism, and disturbance to instruction. Provide stand for dust collection and should be high enough to accommodate hopper and 55-gallon drum on casters to remove waste. Exhaust system to be protected from elements and discharge of wood shavings and dust. Mechanical ventilation system to be installed whenever natural ventilation is inadequate. All heavy machinery to be anchored to the floor.

2. Finish Room: Provide exhaust system and hood to meet safety and health standards. Floor area below hood to be clear to accommodate large projects and portable spray cart (3’ x 4’) on casters.

h. Manufacturing Shop:

1. Hot Metalworking Area: Provide cross and mechanical ventilation over foundry furnace. Combine exhaust system with that of welding areas.

2. Welding Area: Provide mechanical exhaust system with hood above welding benches. 3. Machine Toolworking Area: Provide both mechanical and cross ventilation where arc

and gas welding equipments are placed. 4. Finishing Room: Provide exhaust system and hood to meet safety and health

standards. 5. Bench Metalworking Area: Provide both mechanical and cross ventilation.

i. Electronics and Computer Systems: (See typical classroom) j. Transportation System:

1. Exhaust system and hood to meet safety and health standards. 2. See Mechanical Design Criteria for additional requirements.

309.7.3 Plumbing:

a. Typical Classroom: 1. One single compartment, large (31” X 22” X 6”) stainless steel, ADAAG compliant for

front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. Provide work counter on either side of the wash sink with cabinets above and below for Building and Construction Shop.



4. Provide a combination emergency shower and eyewash station that meet the requirements of ADAAG. Shower drains shall be provided with a trap primer.

5. Design of ground and floor surfaces needs to ensure that run-off from pressure washer and hazardous waste does not go into storm drain.

6. Provide adequate water supply for lath house, green house and mist house irrigation requirements. At minimum provide hose bibs at each house. Main supply shall be protected by approved backflow preventer device meeting requirements of the local Plumbing Code.



b. Building and Construction Shop: 1. Bench Woodworking: Provide compressed air outlets with regulators and 5/16 inch

quick-clip couplings (male and female) spaced equally apart on open accessible wall spaces.

2. Machine Woodworking: Provide stainless steel scullery-type, 2 compartment sink (24” x 24” x 16”D) with drainboards on each side, with 1 drinking faucet and 3 regular faucets. Compressed air outlets with regulator and 5/16 inch quick clip couplings (male and female) to be installed on walls spaced 54 inches apart on open and accessible walls.

3. Finish Room: Provide compressed air with water trap and air pressure regulator on outside wall and provide water bib.

4. Compressor Room: Minimize accumulation of moisture in all compressed air lines and/or provide adequate water traps.

5. Restrooms: Provide 2 lavs, 1 hose bibb below lav and 2 water closets with stalls in women’s restroom. Provide 2 lavs, 1 hose bibb below lav, 1 water closet with stall and 2 urinals in men’s restroom. Provide 1 lav and 1 water closet in staff toilet.

c. Manufacturing Shop:

1. Bench Metalworking: Provide compressed air outlets with regulator and 5/16 inch quick couplings (male and female) spaced equally apart on open and accessible wall spaces.

2. Hot Metalworking: Provide 3/4 inch pipeline for foundry furnace and 1/2 inch for soldering furnace with separate control valves. Provide 1 additional 1/2 inch outlet switch valve for combination gas/air torch whenever possible. Gas line to be connected to main service line of school. 2 compressed-air outlets with 3/16 inch quick-clip couplings (male and female) above work-bench.

3. Machine Toolworking: Provide stainless steel scullery-type, 2 compartment sink (24” x 24” x 16”D) with drain boards on each side with 1 drinking and 3 regular faucets. Compressed-air outlets with regulator and 5/16 inch quick-clip couplings (male and female) to be installed on open and accessible walls, equally space.

4. Finishing Room: Provide compressed air outlets with water trap and air pressure regulator and 5/16 inch quick couplings (male and female). Provide water bibb on outside wall.

5. Compressor Room: Minimize accumulation of moisture in all compressed air lines and/or provide adequate water traps.


d. Design and Engineering Classroom:

1. Drafting Area: Provide stainless steel, flat double-tray sink (10” x 22” x 54”L) with cold-water faucet with water fountain unit.

e. Electronics and Computer Systems:

1. Benchworking: Provide combination stainless steel laundry tray and sink, (20” x 42”) with counter extended on each side. Provide cold water lines to faucets.


f. Transportation Systems: 1. Composing Parts Service Area: Provide compressed-air outlets with valve and 5/16

inch quick clip coupling (male and female) spaced equally apart on open and accessible wall space. Provide 5 each of 2 inch pipe outlets spaced equally along open wall space, 3 feet above floor, with spring tension caps for discharging exhaust fumes from live engines.



2. Auto Stalls: Provide compressed air outlets with regulator and 5/16 inch quick-clip couplings (male and female) at each stall post and available wall space. Provide rolled-rim service sink with hose bibb at available wall space. Provide cold-water lines to service sink.

3. Automotive Engine Area: Provide cold water line to wash sink. 4. Hoist Area: Provide compressed air outlets with regulator and 5/16 inch quick-clip

couplings (male and female) at each stall post and available wall space. 5. Compressor Room: Provide pressure regulator and water trap. 6. Spray Booth: Provide stainless steel service sink at outside booth with hose bibb

below. Provide compressed air outlets with regulator, water trap, and 5/16 inch quick-clip couplings (male and female) inside and outside booth.


8. See Mechanical Design Criteria for additional requirements. 309.7.4 Electrical:

a. Typical for Classrooms: 1. Provide a minimum of two (2) 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

two computer stations on one – 20 amp branch circuit. Typically, each classroom has six student computer work stations, one teacher computer, and one laser printer.

4. Provide a minimum of five (5) circuits per classroom. Utilize a minimum of two (2) dedicated homeruns for these five circuits t allow for addition of conductors for the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the design will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.


5. Provide battery powered quartz wall clock. b. Building and Construction Shop:

1. Office: Provide a master safety switch to control all lab power circuits and compressor in the office.

2. Tool Room: Provide 120-V duplex outlets on 3 walls above counter. 3. Bench Woodworking: Provide 120-V rail type convenience outlet with male and female

plugs hanging above (20 inches) each of 8 workbenches. Rail to be securely braced from swinging. Provide 120-V convenience outlets every 4 feet above all counter tops and along walls.

4. Machine Woodworking: Provide overhead electrical system with branched outlets and starter switches for all machinery with power ratings to meet the furniture and equipment standards. Provide 120-V convenience outlets every 4 feet above all countertops and along all walls. Provide master switch and switch box circuit breakers with lock and key to be placed in the office for safety and supervision. Provide separate bell systems for cleanup and emergency. Provide switch for dust collection system to be separate and under lock and key placed close to Planer. Locate master safety switch in instructor’s office to control all power circuits.

5. Compressor Room: Provide magnetic starter and automatic switch to meet specs of motor and place control switch in office or lab area for supervision and safety.



c. Manufacturing Shop: 1. Office: Provide convenience outlets at 2 walls at baseboard, with 1 at desk. Locate

master switch controlling all power circuits near desk. 2. Tool Room: Provide 120-V duplex outlets on 3 walls above counter. 3. Bench Metalworking: Provide 120-V rail type convenience outlet with male and female

plugs hanging above (20 inches) each of 8 workbenches. Rail to be securely braced from swinging. Provide 120-V convenience outlets every 4 feet above all counter tops and along walls. Provide separate bell systems for emergency and cleanup.

4. Hot Metalworking: Provide separate control switch for foundry furnace. 5. Machine Toolworking: Provide overhead electrical system with branched outlets and

starter switches for all machinery with power ratings to meet the furniture and equipment standards. Provide 120-V convenience outlets each 4 – 5 feet at open wall space, 54 inches above floor.

6. Compressor Room: Provide magnetic starter and automatic switch to meet specs of motor and place control switch in office or lab area for supervision and safety.

d. Design and Engineering Classroom:

1. Office: Provide duplex 120-V outlets along baseboard of 2 walls, with 1 near desk. Locate master safety switch controlling all power circuits in drafting and model building areas.

e. Electronics and Computer Systems:

1. Office: Provide 120-V duplex outlets on baseboards of 2 walls, with 1 near desk. Provide master safety switch controlling all power circuits near desk.

2. Communications Room: Provide 1-208-V, 1-ph., 20-amp outlet above front counter top. Provide 110-V duplex outlets above counter top, space 4 feet apart. Provide control switch for rotator.

3. Testing Room: Provide 120-V continuous-type strip receptacles and/or duplex outlets above all counter tops.

4. Benchworking: Provide 120-V wired mold strip-type receptacles on face of tunnel for each carrel. Provide 120-V duplex outlets on all open wall spaces, every 4 feet.

f. Transportation Systems:

1. Office: Provided duplex outlets on baseboards of 2 walls, with 1 near desk. Master safety switch controlling all power circuits for entire metal lab area.

2. Composing Parts Service Area: Provide 208-V, 1-ph, industrial-type outlet and plug for arc welder. Provide 120-V outlets paced every 4 feet above all counter tops, carrels, and open walls.

3. Automotive Stalls: Provide 120-V overhead electrical system with 2 plugs hanging at 20 inches over each workbench. Provide 120-V outlets every 4 feet along available walls. Provide separate bell system for emergency and cleanup. Provide 2 overhead 208-V., 60 amp, 1-ph outlets at 1st and 3rd. end of stall for arc welders.

g. Tool Room: Provide 120-V outlets on 3 walls above counter. h. See Electrical Design Criteria for additional requirements.

309.7.5 Lighting:

Typical at all shops: a. Fluorescent lighting with multi-level and/or zoned switching. b. Provide appropriate fixtures to comply with hazardous classifications as required in the

Finish Room. c. Provide safety guards over lamps. d. Provide light switch at foot of access ladder at Staff Toilet. e. See Electrical Design Criteria for additional requirements.



309.7.6 Multi-Media/Communications: a. Two way intercom in classroom with P.A. speaker above the main instructional board with

communication between classroom and administration. Call button near teacher’s desk. b. One outlet for closed-circuit TV. Location to be determined during design. c. Provide multi-media outlets with conduit and data cabling at each permanent computer

station (6) for students and one (1) for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

d. See Multi-Media/Communications Design Criteria for additional requirements. 309.8 Special Considerations

a. Verify that electric panic/kill switch to shut off all power in case of an emergency is

provided within each industrial arts facility, typically located in the teacher’s office. b. Security alarm system is highly recommended. c. If a school has an auto body program, a separate automotive stall for body work should be

considered for the following reasons: • Keeps hazardous waste from body filler, primers, etc. contained for clean up control. • Keeps sanded body filler & materials from contaminating mechanical parts that should

be clean during inspection & re-assembly. d. For safety and security reasons:

• All areas shall have appropriate fire and smoke detection devices. • Fire alarm pull stations (where located per code) shall be at adult height/reach levels

per ADAAG • All doors shall have locks • Provide illuminated exit signs

e. Intrusion detection alarm system should be investigated for security. f. Restroom fixture counts provided are minimums and may be revised and/or combined

during design of new schools.

END OF SECTION 309


Music Section 310-1

Section 310 - Music 310.1 Classroom Area

Choral Room 1,925 SF Band Room 3,820 SF Common Facilities 725 SF

(Choral Room includes main Choral Room, Office/Library, and Robe Storage. Band Room includes main Band/Orchestra Room, Practice Rooms, Ensemble Room, Office/Library, and Instrument Repair/Storage. Common Facilities include Vestibule, Restrooms, Mechanical and Electrical spaces and a General Utility Room.)

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Music area.


The music program in the high school encompasses both passive activities such as listening to and learning to appreciate many kinds of music from the earliest classical to today’s broad spectrum of musical expression and participatory activities such as singing, moving in rhythm, playing instruments, and reading music.

The objectives of the music program focus on the development of skills, understandings, attitudes, and appreciations, which contribute to all-around musical comprehension and the standards. Improved musical performance is a natural outcome of this type of instruction.

Activities: All music courses are electives at the high school level. The curriculum consists of music literature and theory; general, instrumental, and choral music; ensembles and applies music. Ethnic music is a component of each sub-program. • General Music: General music is a basic music course which provides an opportunity for

all students regardless of previous experience in music to become more familiar with and receptive to music as performers and consumers. Students participate in and make their music with keyboard experiences, playing melodic, rhythmic, and harmonic instruments, singing, creating, dancing music of various ethnic cultures, and moving and listening to music.

• Band: The band program at the high school is organized into several groups – beginning band, intermediate band and advanced band. Students may participate in the marching band. Some ensembles related to band are percussion choirs, quartets, stage and jazz bands.

• Orchestra: The orchestra program at the high school provides intermediate strings for those with at least one or two years of previous instruction. String orchestra is offered to more advanced students who have gained sufficient musical development to play in ensembles.

• Chorus and Glee Clubs: The vocal program in the high school provides for maximum growth in choral singing. Chorus is offered to those students who are interested in singing, vocal techniques, and literature. Polynesian music is offered to students who wish to study ethnic music and cultures of the Pacific. Other offerings consist of ensembles, dances, ukulele, piano, and bass accompaniment.

Discernible Trends: There is a growing trend to use varieties and combinations of music such as recreational, jazz, folk, pop, spiritual, and art music. Some of these need special electronic instruments and equipment. This has implications for rehearsal rooms such as space, electrical outlets, storage and security.


Music Section 310-2

310.3 Space Description Band/Orchestra Room: Flexible options for rehearsal are required for small and large groups in the main instrument room. The room should have good acoustic properties. Arrangements should be made for a well-placed speaker system. An accessible wall mounted lavatory for hand and mouthpiece washing should be located with the space along with instrument storage lockers. Intermediate band and orchestra programs require practice rooms for groups of one to five and an ensemble room for groups up to fifteen. (The choral/general music students may share the ensemble room with the instrumental students when not in use.) These smaller rooms also need good acoustic characteristics. Instrument Repair and Storage Room: Adequate and secure storage space for instruments, stands, racks for uniforms, oversized cases, and instruments not in daily use is needed. Within this room, provide a counter with a sink, base cabinets with adjustable shelves and overhead cabinets. Office / Library: This area needs good acoustic separation from the Band Room and other practice rooms is needed for conferences and quiet work stations for teachers. The main instrument room must be visible from within the office area. Choral Room: Facilities are needed to perform music and listen to music, to have flexible arrangements of small groups in corners and floor, and for larger group vocal and instrumental activities. The designer needs to layout the space with the appropriate number of risers per the current Program Equipment List. Special considerations are needed for student expressions in dance related to music being studied, simple dramatizations and interpretations to highlight music. (This is especially true if the school does not have a drama or dance classroom and/or permanent stage.) The Office/Library for the Choral Room should have good visual control of the space while being separated acoustically. For both the Band/Orchestra Room and Choral Room one wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Additional whiteboard and tackboard space shall be provided on remaining walls in conjunction with any required acoustical wall coverings. Adequate reserve space shall be provided for displays, and additional instrument storage. Space shall be allocated for 6 permanent computer stations (student stations) with the appropriate power and data connections. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in subsection 310.5 Non Built-in Furniture and Equipment. However, there are additional equipment items requiring either floor space (such as risers in the Choral Room and/or an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) which also need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Common Facilities: These include a vestibule, boys and girls restrooms, mechanical and electrical support spaces, and a custodial closet. The vestibule serves as an acoustical barrier and an entry, while the student restrooms and custodial closet are included for the convenience of the students and staff.


Music Section 310-3

310.4 Built-Ins

Built-ins for Band/Orchestra Room

Instrument Storage Instrument storage lockers as follows: 3 – 17”H x 26”W x 26”D 2 – 17”H x 30”W x 26”D 2 – 32”H x 36”W x 26”D 1 – 14”H x 16”W x 26”D 1 – 24”H x 26”W x 28”D 1 – 48”H x 36”W x 22”D

Built-ins or furniture; type and quantities to be verified during design.







Provide wall mount 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.

6 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 – Typical Millwork Details, Detail 3 - Bookcase.

Built-ins for Instrument Repair & Storage Room

Counter & Sink Provide minimum 8 linear feet of counter including one large utility sink, size and depth to be verified during design. Provide base cabinets and overhead cabinets where practical.

Uniform Storage Uniform storage closet or area to handle 5 portable racks, 72”L x 30”D x 60” H.

Open Shelves Provide two 36 inch deep shelves, one at 36 inches above floor, and one at 66 inches above floor along two sides of the room or approximately 30 linear feet for storage of oversize instruments.


Music Section 310-4

Built-Ins for Choral Room

Storage Robe storage to house (72”L x 30”D x 60”H) robe rack.

Built-in or furniture type to be determined during design.







Provide wall mount 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.



Furniture & Equipment for Music Rooms





Provided By:

Main Instrument Room: L W H CFCI SFSI Description / Comments: 1 Table – Rectangular 72” 36” adj. P

100 Student Chairs – Stacking 18" P 1 Music Stand & Stool

(Teacher) P Verify height during design

100 Student Music Stands P 6 Student Computer Chair adj. P On casters 6 Student Computer


in lieu of furniture 1 Movable Teacher Cabinet 48” 28” 66” P For YRE-Multi-Track

Schools Practice Room: L W H CFCI SFSI Description / Comments:

15 Student Chairs Stacking 18" P 5 chairs per room


Music Section 310-5

Furniture & Equipment for Music Rooms (Cont'd)

Ensemble Room: L W H CFCI SFSI Description / Comments: 1 Table - Rectangular 72” 36” adj. P

12 Student Chairs – Stacking 18" P Instrument Repair: L W H CFCI SFSI Description / Comments:

2 Student Chairs – Stacking 18" P Band Office and Library: L W H CFCI SFSI Description / Comments:

2 Teacher Desk w/ L–Return 66” 48”

30” 24”

30” C Verify printer location on L-Return

2 Teacher Chair on Casters adj. C 2 4 drawer Legal file cabinet 18” 28” 52” C 2 File Cabinets – Lateral 36” 15" 42” P For Sheet Music 1 Table 60” 30” adj. P 6 Student Chairs – Stacking 18” P 2 Bookshelf – Library Type 36” 10” 42” P Choral Room: L W H CFCI SFSI Description / Comments:

1 Table – Rectangular 72” 36” adj. P 80 Student Chairs – Stacking 18” P 1 General Office Chair P 6 File Cabinet – Lateral 36” 15" 42” P For Sheet Music 1 Movable Teacher Cabinet 48” 28” 66” P For YRE-Multi-Track

Schools 5 3 Step Choir Risers 72” 36” 24” E Verify type & quantity in

design Choral Office/Robe

Storage: L W H CFCI SFSI Description / Comments:

1 Teacher Desk w/ L–Return 66” 48”

30” 24”

30” C

1 Teacher’s Chair C 1 4 drawer Legal File

Cabinet 18” 28” 52” C

2 File Cabinet - Lateral 36” 15” 42” P For Sheet Music 1 Table 60” 30” adj. P As practical 6 Student Chairs 18” P As practical 2 Bookshelf – Library Type 36” 10” 42” P


a. Finish Information: Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU, acoustical requirements may

include acoustical treatment on walls Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic



Music Section 310-6

b. Fenestration:

Doors: Provide acoustical ratings on all doors (except to storage spaces) into Main Instrument and Choral rooms. Provide view panel in exterior doors of air-conditioned facilities. Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

Windows: Provide acoustical ratings on fixed windows between offices and

instructional spaces. If windows are provided, provide strategically located operable windows. Maximize security protection measures (i.e. minimize glass lite sizes, include window stops)

c. Other Considerations:

Acoustical considerations may include non parallel walls in large rooms, minimal or no windows to exterior,






4. Provide soundproofed metal doors to exterior of any music classroom with STC rating of 51 minimum.

5. Music and choral rooms are designed with higher standards than regular classrooms. Design team should include an acoustical consultant.





3. Incorporate sound attenuation measures as recommended by an acoustical consultant. 4. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing:

1. In the Instrument Repair/Storage Room provide one single compartment, large stainless steel, sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. This trough type sink is for cleaning of instruments; accessibility is provided per sink in Main Instrument Room.

2. Provide a cold water only hand wash sink in the Main Instrument Room that is accessible.

3. Provide accessible drinking fountain – high/low type in or near the vestibule. 4. Provide floor sink or standpipe for draining condensate if cooling coil for air

conditioning is located in the room. 5. See Mechanical Design Criteria for additional requirements.


Music Section 310-7

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlet per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near and above the sinks. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum





e. Lighting :



1. Two way intercom in classroom with P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Locate call button near teacher’s desk.


station, 6 for students and 1 for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

4. See Multi-Media Design Criteria for additional requirements. 310.8 Special Considerations:

Items to consider during design:

a. Security alarm is highly recommended. b. Bathrooms are needed in the building. c. Locate facility convenient for vehicular access for transporting instruments with ability to

drive vehicles close to building access doors to minimize travel distance of instruments. d. Design with an entry/foyer that contains sound of music/singing. e. Location typically supports ability to quickly setup for assemblies, pep rallies, etc.

Therefore, music rooms are often located adjacent to/adjoining the cafeteria/covered playcourt/outdoor assembly areas.

f. Design to provide outdoor covered area for performers subject to available funding. g. Request that an accessible handwash lavatory be provided in the main instrument room to

allow utility sink in the instrument repair and storage room to have depth that facilitates the cleaning of instruments.

h. Design of both main choral and band rooms need to address the storage, placement and

use of risers, though they may typically be purchased with other funds.


Music Section 310-8

i. All offices, repair and storage, ensemble, and practice rooms should have a view of the main band for student supervision and well being. Similar for the support spaces of the main choral room.

END OF SECTION 310


Science Section 311-1

Section 311 - Science 311.1 Classroom Area

Biology/Marine Science Laboratory 2160 SF Chemistry Laboratory 2260 SF Physics/Earth Science Laboratory 2260 SF General Science Laboratory 2160 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Science area.


The tradition model is one or more fully equipped wing of science rooms, in part due to the curriculum and also in part due to reduced costs. This arrangement can meet the needs of the current and foreseeable science curriculum. While interdisciplinary science lead the standards reform movement, learning some science standards, where integration is not natural, requires specialized rooms because equipment, supply, and laboratory activities requires such rooms.

New high schools having a “school within a school” concept should consider placing their science facilities at the center of the spokes of a wheel. In this manner, the “houses,” “pods,” or building wings can have the science department clustered in the center.

Another possibility is to arrange science classrooms/laboratories with other disciplines with related facilities and program areas. These included: technology education, home economics, fine arts, computer center, media center, and mathematics.

311.3 Space Description Science rooms are specially designed, with separate teaching spaces for direct instruction and laboratory activities. The direct instruction space must have flexible furniture arrangements, appropriate equipment and sufficient space. The recommended science room is a combination laboratory/classroom. It is difficult to design a science room that can accommodate work in all science disciplines because the content standards expected from the disciplines require specialized equipment, fixtures, ventilation and resources.

The minimum space requirements for science lab/lecture is 60 SF per student, plus an additional 20 SF for each ADA station, as recommended by the NSTA (National Science Teachers Association). This translates to a minimum of 1,920 SF for 32 students. The teacher preparation room size should be about 10 SF per student or 320 SF. Additional space is needed for storage of long-term student projects.

Room shape should be rectangular and at least 30 feet wide. Minimum ceiling height is 10 feet.

Additional requirements focus on the safety, storage and the specific functions of a laboratory. Unobstructed aisle space should be a minimum of 4 feet between tables and areas for general seating. Allow a minimum of 8 feet from front wall to first row of seats. Exits should be provided per code and located and sized for the safe movement of students. Storage space for long term student projects is helpful. (Store for days or weeks). Additional workspace and storage can be created by providing base cabinets and countertops along at least two walls. Cabinets should be constructed from marine-grade plywood with plastic laminate fronts; avoid particle board. Base cabinets should contain a mix of drawers of various sizes and shelves of



adjustable heights. Provide tote tray cabinets, 12 inches to 15 inches deep in the base cabinets. Provide two exists and ADA doorway. Minimum ceiling height is 10 feet. Storage Needs: Additional workspace and storage can be created by providing base cabinets and countertop along at least two walls. Marine-grade plywood with plastic laminate fronts. Avoid particle board or MDF.

Utilities: Provide both hot and cold water at demonstration table and at least one utility sink. Laboratory stations: cold water only, gas and electricity. Sinks: 1 sink per 4 students - resin. Aerators - Serrated nozzles. Water (swivel gooseneck) and gas jets located on separate fixtures. Power for equipment and computers. Network connections/power at regular intervals along the counter. Gas jets. Emergency shut off for each room for water, gas and electricity (independent of other classrooms). Two utility sinks – large and deep. (15” x 15” minimum). Hot water desirable for hygiene. Stainless steel. (Rinse away sink may be used) General Instruction Area: Moveable seating/tables. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections.

The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in paragraph 311.5. Additional equipment items which may require either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen) need to be accommodated in the space layout. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

Teacher Preparation Room: Should be sized at a minimum 10 s.f. per student (32 x 10 s.f. = 320 s.f.) for teacher prep functions and storage needs. Within this room, provide three (3) safety cabinets for chemicals and flammable storage, a range, and a refrigerator. If the emergency shut-off switch is not provided near the teacher’s demonstration table, it may be located near the entrance of this prep room.

311.4 Built-ins

Built-In Furniture for the Science Classroom/Lab (Typical for Chemistry/Biology/Physics Labs)

Teacher’s Demonstration Service Island

96”L x 36”W x 36”H – Chemical resistant top and sink and overhead mirror. Provide data, electrical and gas outlets.

8 Laboratory Tables (4 Student Stations per Table)

84”L x 48”W x 36”H – Chemical resistant top and sink. One table shall be fully accessible (lower height and knee clearance). Provide data, electrical and gas outlets. Verify need for gas outlets during design.

6 Science Cabinets Wall hung and base cabinets; layout determined during design phase. Maximize amount of casework.

1 Display Case 42”L x 22”W x 84”H.



Built-In Furniture for the Science Classroom/Lab (Cont'd) (Typical for Chemistry/Biology/Physics Labs)

1 Demonstration Fume Hood

3 – sided. Provide separate exhaust system. May be located in Prep Room as practical. Provide appropriate utility connections (gas, water, electric)

1 large Lab Sink Epoxy resin – 30” L x 20”W x 8”D


Provide a minimum of 16 linear feet of magnetic whiteboard at the main instructional wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls, and additional 8 to 12 lf of whiteboard. Locate the bottom of the whiteboard and tackboard 30” from the finish floor. The main instructional whiteboard may be a horizontal sliding type. Also, provide if requested, a vertical sliding board with the marker rail 28” from the finish floor.




Provide wall or ceiling mount 6 feet wide by 6 feet high projection screen (manually operated) to be purchased by the school. *Verify need for wall or ceiling mount for LCD projector.

Overhead Hook Provide one (1) overhead hook able to hold a minimum of 80 pounds near the teacher’s demonstration table.

Safety Goggle Cabinet

Provide with sanitizer for 32 goggles.

Built-in Furniture for the Teacher’s Prep Room (Typical)

Preparation Table 72” L x 30”W x 36”H with gas, electric power and sink. Epoxy resin.

1 Wall Case 62”L x 22”W x 82”H with adjustable shelves and security locks.

1 Wall Case 62”L x 22”W x 82”H with open shelving and rails.

3 Cabinets Wall hung with sliding glass doors. 35”L x 16”W x 30”H

3 Base Cabinets 47”L x 24”W x 36”H with adjustable shelves/2 drawers, and epoxy resin countertop.

3 Storage Cabinets These storage cabinets to house flammables, acids and corrosives.

Built-in Furniture for the Biology Classroom Only

1 Aquaria Center S-R-31330, 62”L x 24”W x 36”H.

1 Climatarium Provide with cooling unit, S-R-31405, 56”L x 24”W x 52”H.

1 Case For glass tubing, T-306HC27R, 27”L x 16”W x 84”H

1 Case For microscope, T-169T300, 27” L x 23”W x 84”H

Built-in Furniture for the Chemistry Classroom Only

1 Balance Station S-R-28510, 53”L x 17”W x 40”H

1 Reagent Dispensing Station

S-R-28750, 47” L x 17”W x 36”H.

1 Case For glass tubing, T-306HC27R, 27”L x 16”W x 84”H

Rough-in for distilled water

Verify need during design and provide if necessary.




Furniture & Equipment for Science Classroom / Lab





Provided By:


w/ L – Return 66” 48”

30” 24”


1 Teacher Chair on casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C

32 Student Chairs 18” P Verify no. during design 32 Stools, Laboratory, Student

23” with Backrests adj P Verify no. and type during

design 16 2- Student Laboratory Tables 60” 24” 30” P Verify no. during design 2 Lab Table 60"

72” 36" 42”

36" 36”

P Verify no. during design

1 Laboratory Cart 36" 24” 36” P 6 Student Computer Chair adj. P On casters 6 Student Computer

Workstation 36" 30” 30” P May consider built-in counter

in lieu of furniture 1 Movable Teacher Cabinet 48" 28” 66” P For YRE- Multi-Track

Schools 311.6 Room Data Information

a. Finish Information: Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 10’-0” minimum height or exposed structure (if acoustic



solid door with no vision panel for naturally ventilated rooms. Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.






a. Acoustics: The classroom shall have: 1. Room shall meet a background ambient noise levels of 40 to 45 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and



accordance with ASTM E 90.




3. Provide laboratory hood exhaust for each fume hood. Exhaust system shall be designed in accordance with the recommendations of the ACIGH or the lab hood manufacturer’s recommendations.


c. Plumbing: 1. Minimum of 4 single compartment, large (31” x 22” x 6” deep) stainless steel, ADAAG

compliant for front approach, countertop sinks with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.


3. Lab sinks shall be the same as the material of the lab countertop and specified with the specification for the lab countertop. Provide cold water only for faucet and duplex gas outlet. Provide each faucet and gas outlet with a local shutoff valve.

4. Gooseneck faucets at lab sinks shall be selected so the faucet valve is not part of the gooseneck. If the gooseneck is overstressed and broken from the base, the water will not leak since the valve remains in-place. If the faucet valve is part of the gooseneck and the gooseneck is broken from the base, water will leak until the room shutoff valve is closed.

5. Each science classroom will be provided with master shutoff valves, one for the water and one for gas at the teacher’s lab station. Closing the master shutoff valves isolates water and gas sources from all lab outlets in the room. Optional location for master shutoff valves may be at entrance of teacher’s preparation room.

6. Lab sinks shall drain to an acid neutralization tank. Drainage, waste and vent piping shall be acid resistant construction.

7. Provide rough-in for distilled water equipment for chemistry labs. 8. Provide emergency eyewash and shower that meets requirements of ADAAG. Shower

drains shall be provided with a trap primer. 9. Provide floor sink or standpipe for draining condensate if cooling coil for air


d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near each sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum 2

computer stations on one 20 amp branch circuit.



4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.



e. Lighting:




1. Two way intercom in classroom with P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Locate call button near teacher’s desk.


station, 6 for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.


311.8 Special Considerations Items to consider during design: a. Provide electric panic switch to shut of all power in case of an emergency. b. Provide emergency shut-off (ball cock) valve for gas at the teacher’s demonstration island

or near the entrance of the teacher’s prep room. c. Locate accessible student island near classroom entrance/exit doors. d. Consider water spills in the color selection of tile for student safety. Some colors show

spills more than others. e. The science classroom is typically the fourth classroom of the core classroom concept.

END OF SECTION 311


Co-Curricular Flex Space Section 312-1

Section 312 – Co-Curricular Flex Space – (Hold on implementation of this component at this time) 312.1 Area 1500 SF

Ratio of number of these spaces to provide for each school shall be based on 1 per each 500 students. Above is based on enrollment of 1200 students.


This space shall be used as an auxiliary space that can be used for a multitude of activities. It shall be generally designed as a flexible space with a dividable wall that can be used for kinetic movement, conference room, community meeting room, dance, art, science activities etc. Activities: Activities that can occur could be instruction, performance, large or small group meetings, dance and/or kinetic movement activities, artwork, display, science etc. An example of such a space would be a kinetic movement room or dance room at lower elementary. At upper elementary, this room could be designed with a portion of the room having science lab counters. At middle and high school this could be the team gathering/presentation space. The community could use this room for off-hour meetings.


Per designer. See program description and activities. This space is envisioned to be an enclosed, securable instructional space.

312.4 Built-ins

To be determined during design (seating, performance platform, etc.) 312.5 Non Built-in Furniture and Equipment

To be determined during design. 312.6 Room Data Information


Floor: Resilient tile, sealed concrete, or special flooring Base: Rubber Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” or 10’-0” (minimum height) if laboratory function or

exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.



Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.)











c. Plumbing: 1. One single compartment, large (31” x 22” x 6” deep) stainless steel, ADAAG compliant

for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. Verify need during design.

2. Provide accessible drinking fountains within each classroom building at – high/low type. 3. Provide floor sink or standpipe for draining condensate if cooling coil for air


d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum





e. Lighting:





f. Multi-Media / Communications: 1. Two way intercom in classroom. P.A. system to include a speaker above the main

instructional board with communication between classroom and administration. Call button near teacher’s desk.


including conduit and wiring. Provide a telephone jack for the teacher. 4. See Multi-Media Design Criteria for additional requirements.

END OF SECTION 312


Instructional Commons Section 313-1

Section 313 – Instructional Commons (Hold on implementation of this component at this time) 313.1 Area 150 SF

Ratio figured on 150 square foot per classroom count. Classroom count based on all general classrooms and one half of the special education resource classroom number allowed per school.


This area functions as an auxiliary space to support instruction. The area could be utilized as a breakout space from the adjacent general classrooms and could normally fit one class. Various activities could be done within this space.

Activities: Activities that occur in the Instructional Commons would be student display of projects, a group work session such as building a solar car, celebration, instruction etc.


See program description for the design of this space. This space is envisioned to be used in conjunction with other common areas and/or circulation space, i.e. an enclosed pedestrian mall.

313.4 Built-ins: (None) 313.5 Non Built-in Furniture and Equipment: (None) 313.6 Room Data Information

a. Finish Information: Floor: Resilient tile or sealed concrete Base: Rubber Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic


b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms. Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.




Instructional Commons Section 313-2


a. Acoustics: 1. Room shall meet a background ambient noise levels of 40 to 45 DBA. Sound





b. Air Conditioning and Ventilation: 1. If thermostat is provided locate away from entry door. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: (none) d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. See Electrical Design Criteria for additional requirements.

e. Lighting:



1. One outlet for closed-circuit TV. Location to be determined during design. 2. See Multi-Media Design Criteria for additional requirements.

END OF SECTION 313


Exterior Commons Section 314-1

Section 314 – Exterior Commons 314.1 Area By Designer 314.2 Program Description and Philosophy

Designer shall provide a variety of exterior areas throughout the school that supports delivery of educational curriculum. In Hawaii there are numerous opportunities to study outdoors in the hospitable Hawaiian climate. Outdoor areas can be utilized as classrooms when well designed with thoughtful solutions for seating and shade to take advantage of the benefits of fresh air, the change of pace from a formal classroom, and the potential of the outdoors being a learning laboratory. Activities: Activities that can occur are instruction, garden experimentation, amphitheater presentation, and small group interaction etc.


Area by designer.

314.4 Built-In Furniture Include durable benches or planter walls that can serve as seating areas. Design of benches and seating walls should minimize potential for abuse/damage from vandalism and skateboarding. Inclusion of instructional surfaces to be determined during design.

314.5 Non Built-In Furniture (None) 314.6 Room Data Information (Not Applicable) 314.7 Utility and Room Data Requirements

a. Acoustics: Not applicable b. Air Conditioning and Ventilation: Not applicable c. Plumbing: Provide drinking fountains where appropriate and securable. For securable

areas consider the use of electric water coolers. d. Electrical: Provide weatherproofed outlets. e. Lighting:

1. Security lighting as necessary. Automated night or curfew switching lighting branch circuit.

2. Accommodation for evening lighting of main assembly area to be determined during the design.

f. Multi-Media/Communications: None required. However, consider infrastructure to connect to campus public address system during the design.


Exterior Commons Section 314-2

314.8 Special Considerations Items to consider during design:

a. Provide lockable protective covering over exterior tackboards and display

cases/cabinets.

END OF SECTION 314

Sections 315 – 340 (RESERVED)

Support Spaces

EDSPECS for High Schools Chapter 3: EDSPEC Guide for Spaces

Administrative Center Section 341-1

Section 341 – Administrative Center 341.1 Area Varies with the design enrollment

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Administration area.


The Administrative Center provides the leadership as well as serving as the central core of the School for facilitating the transfer of information. It is the gateway of the school for parents and community while coordinating and monitoring the educational program needs and addressing the daily operational aspects of the school.

Activities:

The facility typically: • Serves as a central location and office work areas for administrative (Principal, Vice-

Principal) and office staff and may include the counseling functions in some design layouts. • Provides registration space for the development and maintenance of student class

schedules, records, enrollment data, and other related information. • Provides areas for conferencing with students, parents, staff, and community while serving

as the connection between the school and the greater community. • Houses the student health services center. • Associated with the computerized school based management system for student

registration, budgeting, enrollment data, and all required forms and information. • Serves as a centralized location for secretarial services. • Provides the opportunity for interpersonal communication through group

meetings/conference areas. • Provides a location at which students receive appropriate medical attention. • Provides a location for school based and community based meetings.


Principal’s Office: This office should be conveniently located within the administrative center and adjacent to a planning conference room connected by an obscured glass sliding door. Activities include: private conferences, planning, school reports, public relations, and student discipline. This office should have a second door with access to the corridor and with a close adjacency to the general office staff. It is desirable that this office has a view of the entire campus. Vice Principal’s Office: This office should be conveniently located within the administrative center. Activities include: private conferences, planning, school reports, public relations, and student discipline. Counselor/s Office: This office(s) should be conveniently located to both the administrative functions and CSSS functions. Counselors interact on a daily basis with students, administrators, support staff, and parents or other visitors. The office needs to accommodate a work station and small group meeting area. Conference Rooms: The staff conference room shall be designed for an occupant load of approximately 16 people. PCNC conference rooms shall be designed for an occupant load of approximately 20 people.



Lobby: Serves as a reception area for the public and is located adjacent to the general office. Locate mounted TV to be viewed by lobby and office staff. The Lobby should be designed so that there is not direct access to other office functions. Usually a gate or door separates the lobby from the rest of the administrative areas for public safety and security. Health Center: Provides an area for students to receive minor treatment for their first aid needs and a rest/recovery area until they can either return to the classroom or they are picked up by parents. The center includes an adult work station for a nurse or nurse’s aide, reception area for students, sink and counter area, lockable storage cabinet/s, recovery area with privacy curtains, and a restroom with shower or cleansing accommodation. The design layout is one large area which allows for visual supervision by the adult assigned to the health center. The health center has its own entrance so it can function without disruption to the front office. Duplicating Room: Shall include a counter and storage cabinet for supplies and a dedicated space and appropriate power for the copier. Designers shall provide careful attention in the placement of the copier to assure that staff has available circulation and work space around it. PCNC: This room provides a meeting space for interaction with parents and the community complete with a workstation, sink and counter area with overhead cabinets, whiteboard and tackboard surface, space for a refrigerator, shelves, and storage. The room has accommo-dation for voice, video, and data. The PCNC needs its own entrance. Design and locate for after hour use with access to restrooms. This room may not always be located within the administration building but is usually at the front of the campus and easily accessed by parents. General Office: Provides office work space for staff and storage. Within this area is housed the Financial Management System (FMS) station, workstations for the SASA and clerks, an open reception counter to the lobby, and teacher’s mailboxes that can be accessed from both sides. • Clerical/SASA stations face main counter for attending to the front counter/lobby. The

desks are arranged so that the front counter can be readily viewed for prompt service. • Teacher/Staff mailboxes located for easily backloading by clerical staff. Mailbox cabinetry

shall include a 12 inch deep shelf on either side to facilitate loading/unloading. • Number of mailboxes to be determined during design. A portion of mailboxes need to be

oversized (twice as deep as standard) to accommodate persons/programs with higher volume. Often the entire bottom is oversized.

• In some cases, the front office needs to have the ability to cover the healthroom when the health aide is not available.

Storage Needs: Maximize storage with storage units that can be lockable. Provide a lockable key cabinet within the Storage Room and a floor safe. Hallways: Provide a minimum of 32 linear feet of tackboard in 4 x 8 foot sections strategically placed in the design phase for teacher information and display of students’ works. Staff Lounge: This room provides an area for administrative staff’s dining and break needs. It is located so that it can monitor/provide coverage of the front counter area. Receiving Room: This room (see Section 341B - Receiving/Storage Room) provides a place where items can be received and stored until they are processed for distribution to the appropriate location on campus. Locate and provide an entrance that is readily accessible for delivery trucks and vans. Safety Office: This room (see Section 341C - Safety Office) houses the school safety officer's workstation and may be used for interviews. It is usually located within the administration facility or the student center, to be determined during design.



DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

341.4 Built-ins for Various Spaces Within the Administrative Center

Built-ins for Various Spaces Within the Administrative Center Lobby Reception Counter

Reception counter facing lobby with teacher mailboxes built onto one end of counter surface, storage shelving, and knee spaces below. Provide above counter storage and shelving. See Appendix 8 – Typical Millwork Details, Detail 5 – Reception Counter.

Health Room Cabinetry

Minimum of 6 linear feet of base cabinets with overhead cabinets and stainless steel sink, double gooseneck faucet spout, and wrist control blades.

Storage Room 20 square foot walk-in storage closet with lock and adjustable shelving. Conference and PCNC Room

Provide 8 linear feet of counter with overhead cabinets including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets.

Registrar Provide 4 feet x 16 feet master calendar on wall. General Office Work counters with knee spaces for four student stations. Key Cabinet Key cabinet – size per design enrollment during the design. Typically located in

office storeroom. Safe Under counter upright model. Typically located in office storeroom. Television and VCR Mounting Bracket

Locate television mounting bracket with adjacent electrical cable outlet in Lobby and Conference Rooms; locate furniture or equipment below to meet ADAAG clearance. Locate bracket away from circulation paths. Verify size of TV with school and need for VCR bracket. Provide TV outlets in all offices, health room, registrar office, staff lounges, student activities room, PCNC, SSC/EA, CSSS areas and safety office. Verify location of outlet for cart or wall mount during design.

Staff Mailboxes Provide individual teacher mailboxes, typically near the front counter area. Number to be determined during the design. Name tags on both ends, able to be loaded from the back, and provided with 12 inch horizontal shelf at front and back to facilitate use of the box. Approximately 8 to 10 boxes are oversized (double in height) to accommodate users with larger mail volume. See Appendix 8 – Typical Millwork Details, Detail 6 – Staff Mailboxes for design guidance.


Provide instructional surfacing (magnetic whiteboard and tackboard) in the offices of the Principal, Vice-Principal, counselors, registrar, conference rooms, duplicating room, PCNC, CSS components, staff lounge, health room. In smaller offices and areas, a combination whiteboard may be considered. Exact location and size are determined during the design phase. Provide tackboards in the lobby, hallways, and storage room. These are located and sized during the design phase.

Bookcase Provide at general office area. Enrollment: 500 –750 (2), 1000 – 1500 (4), 2000 – 2500 (6).

Display Case Provide a minimum of 8 linear feet of lockable display cabinet in Lobby Area.




Furniture & Equipment for Administration





Provided By:

Principal’s Office L W H CFCI SFSI Description / Comments: 1 Executive Desk – Double

Pedestal with 6” overhang 60”

36”

30” C Options – double pedestal

30” x 60” or 36” x 72” 1 Executive Swivel Chair adj C 4 Side Chairs with arms 18” 28” 52” P 1 Credenza – Adjustable

Shelves, 2 sliding doors 60” 20” 29” C

1 4 drawer Legal File Cabinet with lock.

18” 28” 52” C

1 Bookcase 48” 16” 42” P 1 Table - Round 48” adj. P

Vice Principal’s Office L W H CFCI SFSI Description / Comments:

1 Executive Desk – Double Pedestal with 6” overhang

60”

36”

30” C Options – double pedestal 30” x 60” or 36” x 72”

1 Executive Chair adj. C 4 Side Chairs with arms 18” 28” 52” P 1 Credenza – Adjustable

Shelves, 2 sliding doors 60” 20” 29” C


18” 28” 52” C

1 Bookcase 48” 16” 42” P 1 Table – Round 48” adj. P

Registrar’s Office L W H CFCI SFSI Description / Comments:

2 Desks with L-return 66” 48”

30” 24”

30” C

2 Ergonomic Chairs adj. C 1 Worktable with center

drawer 60” 30” 30” P


18” 28” 52” C

6 Student Chairs adj. P 20 4 drawer Legal File Cabinets 18" 28" 52" P



Furniture & Equipment for Administration (Cont'd)


Legend: * = Number varies with enrollment, see

comments. CFCI = Contractor Furnished / Contractor



Provided By:

General Office L W H CFCI SFSI Description / Comments: * Desk with L-return 66”

48” 30” 24”

30” C *0 – 500: Provide 3 500 – 750: Provide 4 750 - 1200: Provide 5 1200 -2000: Provide 6

* Chairs adj. C 3 to 6 (see above) * Side Chair with arms P 2,4 or 6 (see above) * 4 drawer Legal File Cabinet

with lock.

18” 28” 52” C *500 – 750: Provide 5 750-1200: Provide 7 1200-2000: Provide 9 Verify with school during the design

1 Table - Rectangular 60” 36” adj. P Locate in copy room. * 4 drawer Legal File Cabinet

with lock. (Storage Room) 18” 28” 52” P *500 – 750: Provide 3

1000-1500: Provide 5 2000-2500: Provide 7

Lobby L W H CFCI SFSI Description / Comments:

* Lounge – Side Chairs P *500 – 750: Provide 8 750-1200: Provide 10 1200-2000: Provide 12

1 Display Case P 2 End Tables P

Conference Room L W H CFCI SFSI Description / Comments:

4 Table 72” 36” 29” P Verify size/type during design

20 Side Chairs 18" P

Health Center L W H CFCI SFSI Description / Comments: 2 - 4 Student Recovery Couch,

steel frame with roll paper P Verify number during the

design. 1 Storage Cabinet – 2 door, 5

shelf, with lock X

3 Partition Screen or Privacy Curtains

X or install curtain track.

1 Desk with L-return 66” 48”

30” 24”

30” C

1 Chair adj. C 1 4 drawer Legal File with

lock. 18” 28” 52” C

1 Bookcase 48” 16” 42” X 5 Chairs - Side P









Provided By:

Counselor’s Office L W H CFCI SFSI Description / Comments: 1 Desk with L-return 66”

48” 30” 24”

30” C

1 Chair adj. C 6 Chair – Side without arms 18" P 1 Table – Round 48” adj. P 1 4 drawer Legal File with

lock. 18” 28” 52” C

Staff Lounge L W H CFCI SFSI Description / Comments:

1 Sofa (or 3 Lounge Chairs) P 6 Chairs – Side 18" P 1 Table – Round, 48” D or

60”D or Rectangular Table 72" 36" 30" P

PCNC L W H CFCI SFSI Description / Comments:

1 Table – Conference or (2) Rectangular Tables

84” 72”

48” 36”

29” 29”

P

12 Chairs – Side without arms, stackable

P

1 Chair adj. C 1 Desk with L-return 66” 30” C 2 Bookcase 48” 24” 42” P 1 4 drawer Legal File Cabinet 18” 28” 52” C










c. Other Considerations:




2. Interior partitions should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51.

3. Operable walls should have a minimum STC of 48 when tested in accordance with ASTM E 90.


b. Air Conditioning and Ventilation: 1. Provide individual thermostat control in each air-conditioned space. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: 1. Stainless steel sinks with hot water dispenser shall be provided at countertop

applications. Supply faucet with cold water only. 2. Provide accessible electric water coolers, dual height unit within the administrative

center. 3. Provide hot and cold water at sinks, lavatories, and shower within the Health Service

area. 4. Provide hot shot type faucet in the staff lounge and PCNC if larger hot water source is

not readily available. 5. Sinks need to be accessible. Front approach is requested by DCAB. The depth of the

sink and the faucet operating force shall meet the requirements of ADAAG. 6. Provide floor sink or standpipe for draining condensate if cooling coil for air





two computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock in each occupied area. 5. See Electrical Design Criteria for additional requirements.

e. Lighting:

1. Fluorescent lighting with multi-level and/or zoned switching at PCNC and conference rooms as a minimum. (Other rooms as necessary to conform to energy code restrictions).


f. Multi-Media / Communications: 1. Control center for the intercom/program bell combination system. Locate master

stations at Principal, Vice Principal and general office. 2. One outlet for closed-circuit TV at all conference rooms, Principal’s office, Vice

Principal’s office, all other offices, the health room and PCNC. Location to be determined during design.

3. Provide permanent audio/data/video connections at each permanent computer station, including conduit and wiring.

4. Offices and conference rooms shall have two-way intercom with control switches, except Principal, Vice Principal and general office shall have master stations.

5. Offices shall have telephone lines. 6. See Multi-Media Communications Design Criteria.


Items to consider during design: a. The Administrative Center should be located near the main entrance and not hidden so

that pedestrian traffic has ease in its location. It should provide a comfortable working environment and possess a clearly defined atmosphere which encourages students, teachers, and visitors to enter. It should be located accessible to the general public but not so distant from the classrooms that the teachers and students lose a feeling of closeness.

b. The General Office contains staff work areas and staff mailboxes. Therefore, this location

of this area should be in concert with staff traffic. Strong consideration should be given to entrance/exit doors different than non-staff persons’ traffic pattern. This would allow flow of traffic without impediments to the overall school operation.

c. The Health Center should have an exit door that can be easily accessed by emergency

vehicles. Parents should be able to access this area without going through the rest of the Administrative Center.

d. The Lobby is an important area since it is the main entrance to the school. e. Usually the Safety Office is housed and located in the administration building. f. Many recent projects have created a student center separate from the Administrative

Center. It typically included: • Counselor Offices and Special Services Conference Room. • CSSS Space area. See Section 341A - Comprehensive Student Support System

(CSSS) Space.



• SSC/EA. See Section 341D - Student Services Coordinator/Educational Assistant (SSC/EA) Office.

• Student Activities Space. See Section 341E - Student Activities Space. • PCNC and/or the Safety Office in some cases. • Locate the Student Center near the administration building and convenient for students

to visit. • If the student center approach is considered it is usually located close to the

administration for interaction with the administration as appropriate. The goal is to have these student functions/services very convenient and accessible to the students to foster pro-active use.

• If a student center is implemented, provide a minimum of 8 linear feet of lockable display cabinet in its waiting area.

g. Two recent components to the Administrative Center are:

• Safety Office. See Section 341C - Safety Office. • Receiving/Storage Room. See Section 341B - Receiving/Storage Room.

h. Location of administration offices (principal and vice-principal) should be located to allow

for prompt intervention to front office in case of emergency or to meet an irate parent. Also, visibility to the campus and location at the entry of the campus for security reasons are also considerations in determining location(s).

i. A conference room follows the administrative and counseling functions. Often the common

wall between the principal's office and the staff conference room is a sliding, obscure glass door.

j. Provide security gate or other means for after hour deterrent to unauthorized entry at main

front entrance.

END OF SECTION 341


Comprehensive Student Support System (CSSS) Space Section 341A-1

Section 341A - COMPREHENSIVE STUDENT SUPPORT SYSTEM (CSSS) SPACE 341A.1 Area 2,300 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to CSSS area within the Administrative Center.

341A.2 Program Description and Philosophy

The CSSS draws together the resources of the classroom, the school, neighborhood, DOE, and larger community to provide the social, emotional, and physical environments that help all children attain personal success and the Hawaii Content and Performance Standards. CSSS is based on the belief that, given the appropriate support, every student will learn and succeed. It is a system that addresses the broad needs of all students in a caring and supportive learning environment. CSSS is student-centered and strength-based. The emphasis is for each school to incorporate a consistent range of services, for students with identified learning and behavior concerns, which includes:

• Prevention and early intervention • Referral • Assessment and determination of eligibility • Appropriate, integrated, timely, and coordinated service delivery of all resources with

increasing intensity.

CSSS requires close collaboration with private and public agencies and organizations to meet the unique needs of students and families at the school sites. Activities: Activities would include: contract service providers’ office and administrative functions, reception and waiting, meetings to be held in the conference rooms, and secured file storage for student files, testing materials, etc.

341A.3 Space Descriptions

Design of this space will be similar to an administrative center and typically provides: • Five offices of 170 square feet each • Two conference rooms of 320 square feet each with an operable partition • Work/storage/reception area of 490 square feet • Waiting/circulation area of 200 square feet • Two unisex accessible restrooms (one for students and one for adults) of 60 square feet

each This area functions as an auxiliary space to handle the multitude of student support services and to accommodate a number of outside service providers such as Dept. of Health social workers, etc. The intent is to provide a welcoming space, easily accessible from both within the campus and for visitors, yet separate from the school’s administrative operations, which could be open both during and after school hours for various meetings and services. The counselors’ offices may be co-located with these spaces (to share the work production and waiting functions).



341A.4 Built-ins

OFFICES


Locate television mounting bracket in corner of office or verify use of cart for TV/VCR. Locate file cabinet or other furniture or equipment below to meet ADAAG clearance. Verify size of TV with school and need for VCR bracket.


Provide a minimum of 6 LF of magnetic whiteboard near the conference area and 4 LF of tackboard near the desk area.

CONFERENCE ROOMS

Counter & Sink Provide 12 linear feet of counter with base cabinets in both conference rooms with overhead cabinets. Determine need for accessible sink within counter during the design. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets.


Locate television mounting bracket in corner of room. Locate furniture or equipment below to meet ADAAG clearance. Verify size of TV with school and need for VCR bracket.


Provide a minimum of 12 linear feet of magnetic whiteboard and 4 lineal feet of tackboard space per room.

RECEPTION / WAITING

Reception Counter Reception counter facing waiting area, storage shelving below with two work stations (see Work/Reception).


Provide a minimum of 8 linear feet of tackboards in Waiting Area.


Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Verify size of TV to be viewed with school and need for VCR bracket. Provide a mounted TV to be viewed by reception work area and waiting area.

Display Cabinet Provide a minimum of 8 linear feet of lockable display space.

WORK / RECEPTION

See Reception Counter above. Counter to include two knee spaces and outlets for telecom & data at each station.


Provide a minimum of 4 linear feet of whiteboard and 4 linear feet of tackboard.

STORAGE ROOM

Shelving Provide minimum 8 linear feet of 12 inch deep by 6 feet high adjustable shelving. Consider providing as a CFCI furniture item in addition to the heavy duty deeper shelving units.



341A.5 Non Built-in Furniture and Equipment

Furniture & Equipment For CSSS Space





Provided By:

Typical Office L W H CFCI SFSI Description / Comments: 1 Teacher desk

with L-return 66” 48”

30” 24”

30” C

1 Chair C 4 Side Chair without arms P 1 4 drawer Legal File Cabinet

with lock. 18” 28” 52” C

1 Table – Rectangular or Circular (48” Diameter)

60” 36” adj. P

1 Magazine/Pamphlet Rack X Typical Conference Room L W H CFCI SFSI Description / Comments:

2 Conference Tables 84” 36”

30” P Verify size and number during design.

30

Side Chair without arms 18” P

Reception/Work Area L W H CFCI SFSI Description / Comments: 4 – 6 Side Chairs without arms 18” P

2 End Tables 24” 24” 18” P

Work/Production L W H CFCI SFSI Description / Comments: 2 Chairs - Secretarial 18” P 1 Work Table - Rectangular 72” 30” adj. P

Storage L W H CFCI SFSI Description / Comments:


18” 28” 52” P

2 Heavy Duty Adjustable Shelving Units

36” 18” 72” X Finalize number and shelving layout during design.

341A.6 Room Data Information

a. Finish Information: (typical unless noted otherwise) Floor: Resilient tile (Storage Room floor option: sealed concrete) Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic





solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.



341A.7 Utility and Room Data Requirements






b. Air Conditioning and Ventilation: 1. Provide centralized thermostat control in Work/Production Area. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: 1. Accessible stainless steel sink shall be provided at countertop application. Supply

faucet with cold water only. 2. Provide accessible electric water coolers, dual height unit within the CSSS space. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical:


two computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock in each occupied area. 6. See Electrical Design Criteria for additional requirements.

e. Lighting :

1. Fluorescent lighting with multi-level and/or zoned switching at conference rooms as a minimum; other rooms as necessary to conform to energy code restrictions.


f. Multi-Media / Communications: Provide permanent audio/data/video connections at each permanent computer station – conduit and wiring. 1. Offices and conference rooms shall have two-way intercom with control switches. 2. Offices shall have private telephone lines. 3. See Multi-Media Communications Design Criteria for additional requirements.



341A.8 Special Considerations Items to consider during design: a. This area may be combined with student activities components and the counseling office

and conference room to create a student center. Location should be convenient for both student access and ease of attendance by the administration.

b. Locate and design so that the CSSS areas can operate after school hours with access to

restroom.

END OF SECTION 341A


Receiving/Storage Room Section 341B-1

Section 341B – Receiving/Storage Room 341B.1 Area 150 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Receiving/Storage Room within the Administrative Center.

341B.2 Program Description and Philosophy

This room serves as a short term receiving and storage room for equipment and supplies for the school. This room relieves the disruption to the administration building and staff, when supplies are being delivered and stored. This secured room shall also discourage any pilfering of supplies and equipment. It should be located with easy access from a loading zone, and near a secondary entry to the Administration Building.

341B.3 Space Descriptions

Storage room for temporary storage of supplies. 341B.4 Built-Ins

Tackboard Provide 4 linear feet of tackboard near entrance of room.

341B.5 Non Built-In Furniture and Equipment

Shelving Provide 18 inches deep shelving for the temporary storage of boxes. Approximately six foot in length by 5 feet high. Shelving may be purchased as “CFCI non built-in furniture". Two required – size 36”L x 18”W x 60” H (suggested size only) – Contractor Furnished, Contractor Installed).

341B.6 Room Data Information


Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU. Provide corner guards in high

traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic


b. Fenestration: Doors: Provide a solid door with no vision panel. Provide number of doors per

Building Code exiting requirements. Windows: Not required for this storage room.


Receiving/Storage Room Section 341B-2

341B.7 Utility and Room Data Requirements

a. Acoustics: See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: See Mechanical Design Criteria for requirements.

c. Plumbing: (None)

d. Electrical: 1. Provide a minimum of one 120 volt duplex outlet for each room. 2. See Electrical Design Criteria for additional requirements.

e. Lighting:


f. Multi-Media/Communications: 1. Data Connection (for logging in of supplies).

341B.8 Special Considerations:

a. Location of room to be convenient for delivery of office and curriculum supplies.

b. Consider the use of an oversized door and corner guards where appropriate.

END OF SECTION 341B


Safety Office Section 341C-1

Section 341C – Safety Office 341C.1 Area 200 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Safety Office within the Administrative Center.

341C.2 Program Description and Philosophy

This program is to support the school’s efforts to provide a safe and secure environment for students and staff. The room provides space to support the administrative functions of the program and serve as area for conducting individual interviews with students and others. Activities: Activities that occur here are administrative functions such as writing of reports and/or conducting individual interviews with students by the safety officer.

341C.3 Space Descriptions Area designed as a single office to house a safety officer and as an interview room.

341C.4 Built-ins


Provide 6 linear feet of magnetic whiteboard and 4 linear feet of tackboard to be located during the design.

341C.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Safety Office





Provided By:

Safety Office L W H CFCI SFSI Description / Comments: 1 Desk with L-return 66”

48” 30” 24”

30” C

1 Chair adj. C 1 4 drawer Legal File Cabinet

with lock. 18” 28” 52” C

1 Table – 48” round P 4 Chairs – Side P



341C.6 Room Data Information a. Finish Information:

Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic





341C.7 Utility and Room Data Requirements

a. Acoustics:

1. Room shall meet a background ambient noise levels of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.



b. Air Conditioning and Ventilation. 1. Provide individual thermostat control in each air-conditioned space. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: (None) d. Electrical:

1. Provide one 120 volt duplex outlets minimum of one per each wall and/or as appropriate for the furniture layout.

2. Provide one 120 volt duplex outlet for each permanent computer station. Maximum two computer stations on one 20 amp branch circuit.


e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.



f. Multi-Media/Communications: 1. Provide permanent audio/data/video connections at each permanent computer station,

including conduit and wiring. 2. Offices shall have two-way intercom with control switches. 3. Offices shall have private telephone lines. 4. See Multi-Media Communications Design Criteria.

341C.8 Special Considerations

Items to consider during design: a. Located usually within the administration facility or the student center, depending on design

approach. b. Locate with a view of campus and with direct access from the building to the outside.

END OF SECTION 341C


Student Services Coordinator/Educational Assistant (SSC/EA) Office Section 341D-1

Section 341D – STUDENT SERVICES COORDINATOR/ EDUCATIONAL ASSISTANT (SSC/EA) OFFICE 341D.1 Area 330 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to SSC/EA area within the Administrative Center.

341D.2 Program Description and Philosophy This position coordinates and schedules the meetings and activities of the CSSS program to serve the educational needs of the students and families of the school. This room provides the work space and some conferencing area to support this program. Activities: Activities that occur here are administrative functions such as scheduling of meetings, writing of reports, and/or conferencing with students by staff and parents.

341D.3 Space Descriptions

Design of office to include the Student Services Coordinator and Educational Assistant. Space may include a private room or area for counseling.

341D.4 Built-ins

Storage Provide 20 linear feet of counter and base cabinets and overhead cabinets with locks. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Detail of Counter /Sink/ Overhead Cabinets (similar), less sink.


Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Locate brackets away from circulation paths. Verify size of TV with school and need for VCR bracket.


Provide minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of tackboard to be located during the design phase.

341D.5 Non Built-in Furniture and Equipment

Furniture & Equipment for SSC/EA Office





Provided By:

Typical Office L W H CFCI SFSI Description / Comments: 2 Desk with L-Return 66”

48” 30” 24”

30” C

2 Chairs adj. C 4 Side Chair without arms P



Furniture & Equipment for SSC/EA Office (Cont'd)





Provided By:

Typical Office (Cont'd) L W H CFCI SFSI Description / Comments: 2 4 drawer Legal File

Cabinet with lock.

2 Table - Rectangular 60” 36” adj. P 2 4 drawer Legal File

Cabinet with lock.

18” 28” 52” P

341D.6 Room Data Information a. Finish Information:

Floor: Resilient tile or sealed concrete Base: Rubber, vinyl, or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic






341D.7 Utility and Room Data Requirements

a. Acoustics:

1. Room shall meet a background ambient noise levels of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.







c. Plumbing:




two computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching at conference rooms as a

minimum; other rooms as necessary to conform to energy code restrictions. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Provide permanent audio/data/video connections, including conduit and wiring, at each

permanent computer station. 2. Room has two-way intercom with control switches. 3. Offices shall have private telephone lines. 4. See Multi-Media Communications Design Criteria for additional requirements.

341D.8 Special Considerations

Items to consider during design: a. This room us usually located near the CSSS components, Student Center, or Special

Education self-contained classroom/s. This allows the SSC/EA to be near to the students and staff which they serve.

b. The room needs to accommodate a minimum of two adult workstations and small

conferencing/meeting area.

END OF SECTION 341A


Student Activities Space Section 341E-1

Section 341E – Student Activities Space 341E.1 Area 1,160 SF

(1020 SF for Activity Room/Store and 140 SF for Student Activities Coordinator) See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Student Activities area within the Administrative Center.

341E.2 Program Description and Philosophy

The Student Activities program is that portion of the K-12 curriculum which complements the academic program by providing learning experiences which meet individual needs and develop citizenship, leadership skills, and positive attitudes. Many of the activities are conducted in laboratory settings where students are able to apply their learning through direct participation. The program includes continuous and sequential learning activities such as student council and class council work, conferences and seminars, clubs, contests and tournaments, sports, community service, voter education/registration, and leadership training camps/workshops. Student Activities Coordinators (SACs) provide student activity coordination services in keeping with Board of Education (BOE) Student Affairs Program Policy and regulations. SACs establish and coordinate a student activities program that provides opportunities for students to acquire, as an important part of the school curriculum, the skills and experiences necessary to participate actively as citizens, practicing and applying learned concepts, process, and skills. The program enriches and broadens the lives of students socially, culturally, and physically, and is designed to provide opportunities for students to participate, on an individual or group basis, in activities that serve the personal, social, and educational needs and interests of all students. Activities: Activities in this space typically involve planning/coordinating meetings, group work of various sizes, student government activities, and sales of school related items.

341E.3 Space Descriptions

Per designer. See program descriptions and activities. 341E.4 Built-ins


Provide a minimum of 16 linear feet of magnetic whiteboard and 12 linear feet of tackboard to be located during the design phase

Transaction Window

Depending on location of space, during design consideration should be given to include a counter and sliding window for the store function.



341E.5 Non Built-in Furniture and Equipment (Exact furniture to be determined during the design)

Furniture & Equipment for Student Activities Space





Provided By:

Student Activities Coordinator (SAC): L W H CFCI SFSI Description / Comments:

1 Desk with L-Return 66” 48”

30” 24”

30” C

5 - 6 Rectangular Tables 60” 36” adj P 20-24 Side Chairs 18" P Coordinate number of chairs

with table layout during design.

1 Chair adj. C 1 4 drawer Legal File

Cabinet with lock 18” 28” 52” C

341E.6 Room Data Information







Provide an openable exterior window for student sales. Provide an exterior display window.



341E.7 Utility and Room Data Requirements




3. Operable walls dividing should have a minimum STC of 48 when tested in accordance with ASTM E 90.



c. Plumbing: 1. Provide floor sink or standpipe for draining condensate if cooling coil for air




e. Lighting : 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Two way intercom in classroom. P.A. system to include a speaker above the main


2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent audio/data/video connections at each permanent computer station. 4. See Multi-Media Design Criteria for additional requirements.

341E.8 Special Considerations

Items to consider during design: a. Located typically in the administration building, student center, or adjacent to a high traffic

area such as the cafeteria/music rooms. b. Has access to high traffic pedestrian areas for student display and sale of school supplies,

clothing, etc. Usually has a counter window to facilitate sales operation.

END OF SECTION 341E


Cafeteria/Food Service Center Section 342-1

Section 342 – Cafeteria/Food Service Center 342.1 Area Varies with design enrollment

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Student Activities area.

342.2 Program Description and Philosophy Student Dining and Support Spaces:

• Student Dining/Multi-Purpose Room: The primary purpose of the dining/multi-purpose

facility is to provide students with dining facilities. Because the facility may be used for other school related purposes such as assemblies, large group instruction, small stage productions, music, certain physical educational activities and music instruction and other demonstrations a permanent stage is provided. Community groups may use the facility for meetings, demonstrations, may be used as an emergency shelter in the event of emergencies and for other community affairs. The discernible trend for this space is more use is being demanded of this facility by both school and community groups for functions other than dining.

• Staff Dining Room: Every school shall provide a separate staff dining room, sized to

enable the facility to serve the entire school staff in three servings. Staff members will receive their food from the regular school lunch serving line and carry it to the staff dining room or by a side arrangement directly from the kitchen. A serving area within the staff dining room servicing the staff may be arranged. During non-lunch periods, the dining area may supplement the regular campus faculty lounge. As a teacher-preparation facility, this room can be used as a meeting place through proper arrangements with the administration.

Activities:

The dining/multi-purpose facility facilitates the following functions for:

• School Use

a. Dining space for the school b. Dramatic and musical presentations and movies c. Assemblies d. Demonstrations e. Student displays f. Physical education or music classes g. Teacher workshops

• Community Use

a. Meetings b. Hearings c. Demonstration and classes d. Dramatic and musical presentations, and movies e. Others




Student and Support Spaces: Student Dining Room: The student dining area serves as a gathering place for students and is the social center of the school. It also serves as a multi-purpose use as being a gathering place for the community. Although its main function is a student dining area, it should be designed to accommodate a wide range of activities and events from student government assemblies, speech festivals, performance, and a place for community meetings. In more recent projects, the student dining area has access to an outdoor stage which provides an exciting alternative performance venue. Kitchen Areas:

The kitchen may be one of three types; conventional, preparation or serving. Decision on kitchen type must be made prior to the start of design. The conventional kitchen is a fully-equipped school kitchen planned to prepare and serve foods to the students and staff of that particular school. A preparation kitchen is a fully-equipped kitchen with the capacity to prepare foods for service at that school and at other nearby schools equipped with only serving kitchens. The serving kitchen is a serving area, with limited food-preparation facilities, that serves food prepared at and transported from another school.

CONVENTIONAL KITCHEN

Square Feet Per Projected Enrollment TYPE OF SPACE 301-750 751-1000 1001-1500 1501-2000 2001-2500

Food Preparation Area 875 915 1100 1400 1800 Dry Storage 350 375 400 425 450 Walk-in Refrigerator 100 120 120 140 140 Walk-in Freezer 120 120 140 140 140 Serving Area 384 576 768 960 1152 Tray Return Area 180 200 220 240 240 Can Wash Area 50 50 50 50 50 Pot & Pan Washing Area 108 108 128 128 128 Manager's Office 100 100 100 100 100 Locker / Toilet Areas 200 200 200 240 240 Utility Area 165 165 200 200 200 Heater Room (Area by Designer) Electrical Room (Area by Designer) Compressor Room (Area by Designer) Dishwashing For Kitchen with Dishwashing Add to Tray Return Area 185 185 500 500 500 Add to Heater Room 20 20 36 36 36



PREPARATION KITCHEN

Square Feet Per Projected Enrollment TYPE OF SPACE 750 – 1500 1501-2250 2251-3000 3001-3500

Food Preparation Area 1100 1400 1800 2200 Dry Storage 400 400 450 500 Walk-in Refrigerator 120 165 165 180 Walk-in Freezer 140 195 195 200 Serving Area 576 768 768 768 Tray Return Area 220 220 240 260 Can Wash Area 50 50 50 50 Pot & Pan Area No. 1 108 108 128 128 Pot & Pan Area No. 2 0 108 128 128 Transport Cart Storage Area 150 200 250 285 Manager's Office 100 100 100 100 Locker/Toilet Area 200 240 240 240 Utility Area 200 200 200 200 Heater Room (Area by Designer) Electrical Room (Area by Designer) Compressor Room (Area by Designer) Dishwashing For Kitchen with Dishwashing Add to Tray Return Area 500 500 500 500 Add to Heater Room 36 36 36 36

SERVING KITCHEN

Square Feet Per Projected Enrollment TYPE OF SPACE 0 -500 501 –700

Food Preparation Area 450 450 Serving Area 188 377 Can Wash Area 215 215 Toilet 70 70

Definitions:

• Conventional Kitchen: Is a kitchen that prepares and serves meals for a single dining room that is attached to the kitchen – prepares and serves only itself.

• Preparation Kitchen: Is a kitchen that prepares and serves meals for its own dining room

and prepares and delivers and serves meals from the serving kitchen of a satellite school or schools.

• Central Kitchen: Is a kitchen that prepares, delivers and serves meals from the serving

kitchen of a satellite schools or schools. This kitchen does not have a dining room attached. This kitchen is generally planned to be a high volume production kitchen capable of producing large volumes of food for satellite schools and/or to produce specific product for mass distribution to an entire district or complex.

• Serving Kitchen: Is a kitchen in a school that does not have a full conventional kitchen and

it may or may not have a permanent dining facility. The serving kitchen may be permanently designed or temporarily established to provide a sanitary environment to serve the meals that are prepared and delivered from a preparation kitchen or central kitchen. Generally a serving kitchen is equipped with a minimum amount of equipment, primarily for serving/maintaining warmth, not cooking.



• Satellite School: Is a school that does not have a full conventional kitchen and it may or may not have a permanent dining facility. The satellite school is generally equipped with a serving kitchen which may be permanently designed or temporarily established to provide a sanitary environment to serve the meals that are prepared and delivered from a preparation or central kitchen.

Policies:

The following are Department of Education policies to determine when and under what circumstances conventional and preparation kitchens will be planned.

• Determination of kitchen type shall be made prior to start of design, in the planning phase.

• School with a projected enrollment of 700 or more shall have a conventional kitchen. • All schools (including satellite schools) shall have an approved dining facility. • All satellite schools shall have an approved serving kitchen. • High schools shall not prepare and deliver meals to satellite schools. • Intermediate or middle schools shall not prepare and deliver meals to satellite schools. • Preparation kitchen size shall be determined by the following formulas:

10% of the projected enrollment of the school 75% of the projected enrollment of the satellite school(s)

• Total meals served in any kitchen shall not exceed 3999 meal points as established by

the classification standards for managers. (see pages IV-2 and IV-23 of the Business Office Handbook, School Food Services). The above is noted in the MOU dated which establishes a cap and a compensation schedule for School Food Services Managers who prepares and serves more than 3999 meal points.

• Enrollment increase at existing schools shall require modification to storage capacity

for dry, freezer and chill. Those storage areas shall be increased by “X” square feet for every “X” students, adjusted every “X” years.

• Enrollment increase at existing schools shall require modification to the kitchen

preparation area and equipment inventory. The factors shall be in accordance with the educational specifications for equipment as applied to the projected average daily participation (ada) formula.

• Geographic location of adjacent school(s) may make it practical to satellite the meal

service.

a. Conventional Kitchen

1. Food Preparation Area: Preparation includes the total processing of foods from raw to ready. This may involve baking, boiling, steaming, reheating, raw vegetable and fruit preparation. To maintain worker efficiency and morale, a system which maintains satisfactory ventilation of comfortable temperature is desirable. Ventilation is required over the cooking area. Any equipment which is not readily movable should be installed a sufficient distance from any other fixed equipment or wall to allow space for cleaning:

Space between ovens 6 inches



Steamer/Kettle 9 inches Kettles 18 inches Back to back 30 inches

To permit efficient flow of work, optimum aisle allowances are:

Between oven equipment and work tables 42 inches Traffic aisles 42 to 48 inches Traffic aisles where mobile equipment used 48 inches Between front of refrigerator and other equipment 42 inches Between two work tables 42 inches

For ease of cleaning, a tiled or stainless steel clad wall to enclose the utility lines (gas, electric, water and waste, etc.) may be provided behind and/or between the front and back of the cooking equipment. Equipment, utility and facility needs in this area include, but is not limited to: Vegetable Preparation Sink: Vegetable sinks are two compartments with drainboard on each side. When possible, it shall be located near point of delivery, refrigerator and the cooking equipment. A floor sink with grating cover is to be located away from the flow of traffic and placed in an accessible location for cleaning preferably not directly under the sink. Minimum compartment size: 24”L x 24”W x 12”D. Minimum drainboard: 36 inches long each with under shelf 8 inches above floor. Drainboard/ counter top edge shall be 1-1/2 inch diameter rolled edge 2 inches high from countertop. Working height (from floor to top of drainboard) should be 32 to 34 inches. Where sinks are multiple (with compartment), each compartment shall have a mixer faucet with hot and cold water. All faucets should have replaceable valve seats. Sink drains shall have center drain, rotary quick waste valve assembly, lever handle shall be located in front, under sink. Mixer: Electric outlet is required. Slicer: Slicer may be on mobile table. Electric outlet is required and location will be specified by School Food Services Branch. Dough Divider/Moulder: Electric outlet is required. Can Opener: Electric can opener may be on a mobile table. Electric outlet is required and location will be specified by School Food Services Branch. Work tables are portable and of stainless steel, varying in width and length, and height. Typical stainless steel work table may be 32 inches high with one stainless steel shelf, 1 inch radius on 4 corners. Drawers with removable dividers on rollers of stainless steel. The 4 stainless steel pipe legs have 5 inch swivel casters, two casters with brakes. Steam Equipment (Steamers and Kettles): Steam equipment may be self-contained or direct. Self-contained steam equipment has a small jacketed kettle or steam cooker. Direct steam may be supplied from a separate low pressure generator which is capable of supply steam to several pieces of equipment. Steam lines shall be insulated for safety. A hot and cold water swivel faucet on stanchion with automatic shut-off valves or a hot and cold water swivel faucet mounted on the equipment is needed for filling and cleaning. Water supply is required for self-contained equipment. Utilities (electricity, gas, steam, water and waste connection) shall be provided as needed. Floor sinks with grating covers and/or a stainless steel grated trough in front of the food preparation equipment is required.



Range: Where adequate steam equipment and ovens are provided, ranges may be eliminated completely. Some installations may include a half section of range. Oven: Convection ovens have a motor drive, high velocity fan to circulate heated air within the cooking chamber. A duplex outlet for every two ovens is needed. The receptacle should be such that would permit the plugging of two 3-prong units simul-taneously. Titling Skillet: A tilting skillet may be an option available to the schools on request. Garbage Disposer: Garbage disposer may be located in the preparation area, pot washing and tray return area. It should not be connected to grease traps and cannot be used in areas not connected to a municipal sewer system, unless otherwise directed by the local authority having jurisdiction. Verify the current local regulations with County officials. Hood Fire Extinguishing System: When required, an automatic fire extinguisher system shall be provided. The extinguishing system shall not interfere with the flow of gas in event of a non-fire related electrical power outage. The hood fire extinguishing system must be interfaced with the campus fire alarm system.

2. Storage Areas: Storing includes the storage of consumable food and non-consumable products in case lots, bulk, packages, and broken case lots on free-standing shelving, portable pallets and/or dunnage racks, and storage bins on dollies. Cleaning supplies and other chemicals shall be stored separately from food products. Frozen and refrigerated items are stored at proper temperature.

There are three basic storage areas: Dry storage for food and paper supplies. Walk-in refrigerator for chill food storage. Walk-in freezer for frozen food storage.

Other storage accommodation are a separate storage area for cleaning supplies and chemicals (detergents, sanitizing solutions, bleach, polishes, drain cleaners, oven cleaners, etc.), generally, in the utility area.

Dry Storage: The size of the storeroom is determined by the type of kitchen, projected enrollment, location of the school, delivery service and whether additional central storage facilities are available. Steel wire shelving, pallets and/or dunnage racks shall be specified according to each school’s storeroom plan. The storeroom should not be subjected to excessive heat (after-noon sun) or excessive dampness should have adequate natural or mechanical ventilation. Storerooms should be kept free of electric distribution panels, uninsulated pipe, water heaters, refrigerator and freezer condensing units or other heat producing components. Any wall between a storeroom and a boiler room (or heater room) should be well insulated. Storeroom locks should be keyed separately from the master system.

Walk-in Refrigerators: Walk-in refrigerators are a necessity for immediate bulk storage or perishables in hampers, crates, baskets, and boxes, the size and construction of which are not suitable for reach-in storage. They are also needed for semi-prepared and prepared foods in bulk. They should be located to make delivery of foods from receiving to production as short a distance as possible. For interior walk-ins, door sills must be level with finished building floor line. Outside temperature dials should be provided as well as inside emergency opening devices. Walk-ins should be sized to accommodate mobile equipment. Eight feet is regarded as minimum width to provide a 2-1/2 feet of storage space on either side of the door and a 3-foot passage. Compressor and condenser should be remotely mounted and installed to prevent



tampering but accessible for maintenance. A floor drain should be located on the outside of the refrigerator box and out of way of traffic for cleaning, condensate or both. Walk-in freezer floors must be insulated. Heater strips should be provided in full perimeter of door spacing including sill to prevent freezing or icing.

Reach-in-Refrigerator: These are furnished as needed. A roll-in refrigerator is an adaptation of the standard reach-in, constructed so that the entire contents of a lower door or full height section may be inserted or removed en masse and transported to or from the preparation or service area.

Storage Area: General construction features include:

(a) Floors should be slip resistant and level with surrounding food preparation and receiving areas to allow for mobile movement of supplies.

(b) Walls, exterior walls and sub-floors need to be tightly constructed, rodent-and insect-proof.

(c) A heavy duty door with a minimum width of 42 inches is needed. The door should lock from the outside but always open from the inside without a key. The door should have a “kick plate” to protect it from dollies and carts.

(d) Wall thermometers for walk-in refrigerators and walk-in freezers should be mounted in the vicinity of the door where there is less danger of breakage or bumping and about eye level for easy reading. It should not be mounted on the door, near a light bulb, or in a recessed pocket.

(e) Refrigeration coils should be located in an area to minimize storage space waste.

3. Serving Area: Serving includes attractive display of the various food offerings, both hot and cold, and the holding and replenishing of these items as needed.

General Serving Area Appointments: Foods may be served from: Conventional mobile or built-in serving counters, counter comprised of transported units, mobile units taken to remote serving areas, existing snack bars and mechanical vending. Number of serving counters needed depends on the size of the dining space or the number of students released at a given interval. One length of counter space needs to be approximately 18 feet including the milk cooler. The material used for serving counter exterior may be laminated plastic, molded fiberglass, stainless steel, or a combination of these. Walls adjacent to serving counter and student traffic should be washable. Sneeze guards are required by State Department of Health regulations. Fold up counter located on the workers’ side (server’side) of the counter. Tray slides on customer size is optional.

Dish Storage: Compartment trays in self-leveling dispensing units are located at the point where they are used.

Supplies and Food Replenishment: Enclosed cabinets (heated or insulated) are placed behind or adjacent to the serving counters for 18” x 26” pans and 12” x 30” pans. Heated units require ground electric outlets.

Eating Utensils: Dispensers for eating utensils, napkins, and straws are placed on serving counters.

Hot Items: Standard pans (12" x 20") are used for serving. Cutouts to accommodate these pans are provided. Heated wells are optional and may be specified by the School Food Services Branch.

Cold Items: Cold items are held in the refrigerator and served from a flat counter. Room temperature items are also served from a flat section.

Milk Dispenser: The milk dispenser to dispense half pint carton milk directly from the milk case is refrigerated and designed for service from the top and front. A grounded electric outlet is required.



Cashier Space: Cashier space is usually provided at the beginning of the counter in the elementary grades and at the end of the serving counter in the secondary schools where supplementary items are sold to be verified during design. Electric outlets and conduits for data transmission shall be provided. The data transmission conduit shall be from the cashier stand area(s) to the kitchen office. Data transmission from the kitchen office to the administration building directly or via a hub is required.

4. Tray Return Area: Paper, foam, and disposable plastic trays and flatware may be used. Schools using disposable ware shall have a tray return area arranged to accommodate food and paper waste receptacles, with or without a landing table. Compactors may be used for disposable ware. Schools using reusable serving ware will incorporate tray return area in the dishwashing area.

5. Can Wash Area: The can wash area includes the storage and washing of garbage cans and other equipment. The can wash area is a tiled area semi-enclosed (to contain the splash). The area is sloped to a floor drain. A sanitizing spray system is provided. The enclosure should be large enough to permit cleaning of the largest mobile cabinet. The enclosure is depressed to contain the water however, provide an area on one side to enable equipment to be easily wheeled in and out.

6. Pot and Pan Washing Area: The process of washing pots and pans includes scraping, soaking, washing, rinsing, sanitizing, and drying. The “scraped” material may be disposed through a food waste disposer in or adjacent to the pot sink or collected in a garbage receptacle.

Pot and Pan Sinks: Four compartments with a drainboard on each side. (At time of planning individual installations, the extreme right hand or left hand compartment will be designated as the “soak” sink and a mechanical surge motor may be specified.) Compartment size shall be minimum 30"L x 2”W x 14”D. Drainboard shall be 36 inches long each with under shelf 8” above floor. Clear width to be 27 inches, 1-1/2 inches diameter rolled edge 2 inches high from counter top. Space for storing clean pots and pans is needed. Wire shelving of appropriate size shall be used. Sink drains should have center drain, rotary quick waste valve assembly, lever handle under sink. Working height should be 32 inches from floor.

7. Manager’s Office: The office activities include record keeping, menu planning, ordering, filing, money-handling, administration, consultants with food service and other personnel and frequently meeting the public. It should be located to permit view of the food preparation area and possibly the receiving area. Some means of ventilation should be provided. Office equipment should include a desk, at least two chairs, file cabinets, shelves, wastebasket, telephone and calculator and electrical outlets for computer equipment, food service equipment inventory, point of sales server and printer, conduits for data transmission to administration office and serving area.

8. Lockers/Toilet Area: This area provides for the storage of personal items and includes an accessible restroom. Securable lockers with padlock are needed as follows:

Number and size of lockers needed will depend on number of employees.

Sample size lockers are:

9” x 18” x 20” locker with one hook

18” x 18” x 60” with full length coat rod (no hook)

9. Utility Area: Laundry facility should provide room for the washing machine, dryer, laundry tray, storage for detergent and other cleaning chemicals and cabinets for storing clean linen. Brooms, mops and other maintenance equipment may be stored in this area. The dryer shall be vented to the exterior of building.



10. Heater Room: The heat room shall house water heaters sized to meet the needs of the operations. Provide ventilation and makeup air for combustion for gas fired heaters. Provide clearances for boilers and unfired pressure vessels as defined by the State of Hawaii Boiler Code.

11. Electrical Room: The electrical room shall house the electrical panels and step down transformers for the kitchen.

12. Signal Room: The signal room shall house the data transmission and telephone panels for the building.

13. Compressor Room: The compressor room shall house the compressor and condenser for the refrigeration equipment. Provide adequate ventilation for air cooled condensers. Consider sound attenuation techniques if classrooms are nearby.

14. Dishwashing Area: Determination of dishwashing or use or disposable serving ware will be made on a school-by-school basis of School Food Services Branch. Dishwashing includes the return of soiled dishes and utensils for washing and sanitizing or disposal and the collection and disposal of plate waste. It is desirable to minimize the non-aesthetic qualities of the disposing or returning process by one of the following:

Wash-off Dish Return: This system is optional. Space shall be provided from the dining room area. The walk-off dish return is planned in such a way that students leave the dining room, deposit trays and exit without returning to the dining room. This removes dishwashing area from view and reduces dining room noise.

Remote Dishwashing Area: This system is optional. Space shall be provided from the dining room area. Removing the dishwashing area from the serving area ensures a smoother flow of traffic from serving to eating to disposal without any cross traffic. The dish return area should provide for separating the items to be washed and those to be discarded. To minimize loss of utensils, they are removed first. The disposal of paper (in a receptacle) as well as food waste (through a food disposer) is handled next. The soiled dishes are ready for pre-wash. Where dish machines are used, a one-compartment pre-rinse sink is needed. Where flight-type dish machines are used, the requirements will depend upon adequate sewage system and will be treated on an individual basis by School Food Services Branch and architect. The counter space between sink and dish machine should be a minimum of 30 inches long (to accommodate one dishrack). The sink shall be 24”L x 24”W x 8”D. Working height shall be 32” from the floor.

Removable Pre-Rinse Baskets: Two required, each 6” deep, 1/8” mesh stainless steel. The baskets shall rest on indented edges of the sink. Each basket shall have a handle which also acts as a slide; therefore, no rollers are required. Pre-rinse assembly shall be spring-action type gooseneck instead of swivel type gooseneck which is difficult to operate. Do not use swivel type gooseneck. Provide integral check stops in supply arms for each faucet.

Splash Guard: 8”H x 26”L.

Dishwashing Machine: In general, three types of dish machines are used:

1. Door type: The door type operates with less water but requires much manual effort. It is suitable only for schools serving less than 400 meals.

2. Rack conveyor type: Racks with dishes (or trays) are automatically conveyed through pre-wash (when provided), wash, and rinse. Machine may be single tank or two tanks in a variety of capacities.

3. Flight type is most efficient for schools serving at least 1200 lunches. Soiled trays are placed directly on the conveyor without racking. Unloading is done directly from the conveyor or dish or tray carts.



Hot water should be supplied at 120 degrees – 140 degrees. Rinse water must be at 180 degrees at the entrance of the manifold.

Blower dryers expedite the drying process and are especially useful for drying plastic ware.

Rinse injectors add a “wetting agent” to the rinse line of the machine. This reduced the drying time.

Counter space for air drying of sanitized utensils is needed. Length of counter will vary. This is not needed for flight type machines.

Hose bibb is needed.

Adequate drainage system is needed.

b. Preparation Kitchen: A preparation kitchen requires transportation activities which includes moving food and non-food products and van storage and cleaning.

Food may be transported: 1. In bulk 2. Pre-portioned on individual serving trays 3. Frozen and chilled 4. By covered van or commercial truck in appropriate cabinets to maintain appropriate

temperatures. 5. By electric or gas operated carts.

The delivery area should be large enough to permit the use of commercial vehicle or transport van.

The loading area should permit easy access in and out of food service van.

Additional holding space for transport equipment is needed in or near the receiving area. Heated cabinets require electric outlets.

A separate pot and pan sink to accommodate returning equipment is optional, to be specified by the School Food Services Branch.

Receiving/Delivery: Receiving involves the unloading of food and non-food items from commercial vendors’ trucks, checking orders for quantity and specified quality, and checking invoices for accuracy. The loading/delivery area should be easily accessible to the service entry and should be the same level as the kitchen floor. It should be of a slip resistant surface. The loading area should have a protective roof high enough to clear high trucks and should extend over the vendors’ tailgate and doors. A service drive and turning area should be separated from student activity areas and large enough to accommodate service vehicles. The service door entrance should be a minimum of five feet wide. Screen doors and/or fly fans are optional, specified by the School Food Services Branch. Security doors shall be provided. Weighing of foods as they are received is of prime importance; therefore, space for a platform scale is essential.

Refuse Area: Refuse disposal and pick up point should be easily accessible to the kitchen.

Hand Wash Sink: Department of Health requires a hand wash sink. Provision should be made for hot and cold water (with mixer faucet), a soap dispenser, and a paper towel dispenser. It should be located in the most convenient location for all staff within the kitchen.

Grease Interceptor: The grease interceptor shall be located outside of the kitchen and on the exterior of the building, away from the delivery entrance, and accessible for servicing. See Mechanical Standards for other requirements.

c. Serving Kitchen: There are two sizes of serving kitchens based on the projected enrollment. Serving Kitchen I will be based on projected enrollment of 500 or less. Serving Kitchen II will be based on projected enrollment from 501 to 700 students.



The education specifications for serving kitchens are predicted on the following assumptions:

• Projected enrollment shall not exceed 700 students. • Distance of preparation kitchen not further than 20-40 minutes. • Preparation kitchen school and serving kitchen school are same grades. • Preparation kitchen school and serving kitchen school follow the same school calendar.

The following equipment and appointments will be standard for the serving kitchen:

• Serving kitchen will have a hood for ovens and/or steamers for proper ventilation. • Serving kitchen will have a two compartment preparation sink with hot and cold water. • Serving kitchen will have appropriate sanitation equipment (minimum 3 compartment

sink) hot and cold water and grease interceptor, to wash utensils and other kitchen equipment.

• Serving kitchen will have electrical and gas utilities to accommodate freezers and refrigerators and ovens and steamers.

• Serving kitchen will have one or two 18 foot serving counters with milk cabinets. • Serving kitchen will have a can wash area adjacent to the tray return area. • One uni-sex toilet and lavatory

1. Food Preparation Area includes: Pot and pan sink, preparation sink, work area, storage area for supplies and freezer and refrigerator area.

2. Serving Area includes: Mobile serving counters with milk coolers, student walkway, workers’ walkway.

3. Can Wash Area includes: Tray return area, can wash sink and mop and broom storage.

DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at: http://sls.k12.hi.us/ProgEquipList/.

342.4 Built-ins

Student Dining and Support

See Section 342.3 – Space Description for additional information. Consultant shall provide sound equipment including amplifier, microphone, and appropriate number of assistive listening devices to meet ADAAG requirements for student dining area. Locate equipment in amplifier room. Locate amplifier room so user can easily view student audience and stage to facilitate sound and lighting adjustments.



STUDENT DINING AND SUPPORT SPACES


• Student Dining: Provide tackboards around the perimeter of the student dining for the posting of announcements and display of student work. Location and size to be determined during the design phase.

• Staff Dining: Provide a minimum of 12 linear feet of whiteboard and 6 linear feet of tackboard with location determined during design phase.

• Dressing Rooms: Provide whiteboard and tackboard with the location and size to be determined during the design phase.

Kitchen Areas • Cafeteria Manager’s Office: Provide whiteboard and tackboard with the location

and size to be determined during the design phase. • Provide minimum of 16 linear feet of tackboard in the various areas of

washer/dryer area, locker/restroom area, near main delivery entrance door, and storage rooms.

• Custodial Service Center: Provide whiteboard and tackboard with the location and size to be determined during the design phase.

342.5 Non Built-In Furniture and Equipment

Furniture & Equipment





Provided By:

Student Dining and Support Areas Dining/Multi-Purpose Room L W H CFCI SFSI Description / Comments: See Note

1

Roll-away dining table bench unit or

96” 48” P Note 1: Capacity to meet full enrollment.

See Note

2

or

Roll-away Round Dining Tables 60" – 72" Diameter with Dining Chairs or attached stools/curved benches

P

Note 2: Capacity to be maximized by consultant during design

Stage components with removable handrails along both sides of stage

P School may consider implementation of portable stage during design

Stage step units. P Storage Room L W H CFCI SFSI Description / Comments: 150 Folding chairs with caddies P Locate in storage room

Boy’s Dressing Room L W H CFCI SFSI Description / Comments:

2 Table 60" 36" P 1 Garment rack P Verify need during design 4 Chair – Student 18" P



Student Dining and Support Areas (Cont'd)

Girl’s Dressing Room: L W H CFCI SFSI Description / Comments: 2 Table 60" 36" P 1 Garment rack P Verify need during design 4 Chair – Student 18" P

Staff Dining Room: L W H CFCI SFSI Description / Comments: See Note

3

Table – 48” round, or 60” round’, or 3’ x 5’

Note 3: No. of chairs/tables to match unit count of staff dining area chart.

See Note

4

Chairs - adult Note 4: No. of chairs/tables to match unit count of staff dining area chart.

Kitchen Areas Conventional Kitchen Equipment L W H CFCI SFSI Description / Comments: 1-2 Heater – water 3/4 X 1-2 Disposal 2/4 X 1 Dishwasher 2/4/5/6 X Sinks

• Can wash 4/5 • Lavatory 4/5 • Laundry 4/5 • Pot & pan (4 comp.)4/5 • Prerinse (2) 4/5 • Prep (3 comp.) 4/5/6

X

1 Hood over cooking area X 1 Hood over dishwasher X 1 Walk-in refrig. 2/6 X 1 Walk-in freezer 2/6 X 6 Lockers, stte. X

1-2 Counters, serving w/cashier stand

X

1-2 Cooler, milk 1 X 2-60 Kettles, steam, direct or self

contained 1/3/4/5/6 X

1 Steamer, pressure or pressureless convection

X

1 Range, modular – 2 burner 3

X

1 Skillet, tilting 1/3/4/5/6 X 3 Oven, single, convection 1/3 X

1-60 Mixer, food 2 X 1 Can opener, electric, with

table 1 X

1 Slicer, food with table 1 X 1 Refrigerator, reach in 2 X 3 Dollies, dish (250) trays per

cart (1) X

1 Dollies, silver soak tray (2) X 4 Tables, work – stainless

steel X

Shelving for: • Pot and pan area • Storeroom • Walk-in refrigerator

X



• Walk-in freezer

Kitchen Areas (Cont'd) Conventional Kitchen Equipment L W H CFCI SFSI Description / Comments:

1 Clothes, dryer 2 X 1 Clothes, washer 1/4/5 X 1 Dough moulder 2 X 1 Slicer, bun, electric with

table 1 X

4 Cabinet, non insulated (corrugated, angle and/or universal)

X

1 Cabinet, heated, insulated (universal, full size)

X

3 Rack, open (corrugated, angle and/or universal)

X

Preparation Kitchen Equipment L W H CFCI SFSI Description / Comments: 1-2 Heater – water 3/4 X 1-2 Disposal 2/4 X 1 Dishwasher 2/4/5/6 X Sinks

• Can wash 4/5 • Lavatory 4/5 • Laundry 4/5 • Pot & pan (4 comp.)4/5 • Prerinse (2) 4/5 • Prep (3 comp.) 4/5/6

X

1 Hood over cooking area X 1 Hood over dishwasher X 1 Walk-in refrig. 2/6 X 1 Walk-in freezer 2/6 X

10 Lockers, steel. X 3-4 Counters, serving w/cashier

stand X

3-4 Cooler, milk 1 X 4-60 Kettles, steam, direct or self

contained 1/3/4/5/6 X

2 Steamer, pressure or pressureless convection

X

1 Range, modular – 2 burner 3

X

1 Skillet, tilting 1/3/4/5/6 X 5 Oven, single, convection 1/3 X

1-80 Mixer, food 2 X 2 Can opener, electric, with

table 1 X

2 Slicer, food with table 1 X 1 Refrigerator, reach in 2 X 4 Dollies, dish (250) trays per

cart (1) X

1 Dollies, silver soak tray (2) X 4 Tables, work – stainless

steel X

Shelving for: • Pot and pan area • Storeroom • Walk-in refrigerator • Walk-in freezer

X



Kitchen Areas (Cont'd)

Preparation Kitchen Equipment L W H CFCI SFSI Description / Comments: 1 Clothes, dryer 2 X 1 Clothes, washer 1/4/5 X 3 Cabinet, heated insulated 12

x 20 for transport X

1 Dough moulder 2 X 1 Slicer, bun, electric with

table 1 X

8 Cabinet, non insulated (corrugated, angle and/or universal)

X

1 Cabinet, heated, insulated (universal, full size for transport

X

1 Ice machine, 250 – 500 lb. capacity 2/4/6

X

5 Rack, open (corrugated, angle and/or universal)

X

NOTES: 1. 120V Line 2. 208V Line, Direct Connection 3. Gas 4. Water – Cold 5. Water – Hot


a. Finish Information: Floor: Resilient tile in offices, dining, tray return. Quarry tile in kitchen. Sealed

concrete in storage areas. Base: Rubber or none. Walls: Painted gypsum board or painted CMU. Ceramic tile wainscot in kitchen.

Provide corner guards in high traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic


Doors: Provide vision panel. Provide number of doors per Building Code exiting

requirements. Exterior doors must be protected from elements, and provided with maximum security.





342.7 Utility and Room Data Requirements a. Acoustics:

1. Eating areas shall have background ambient noise levels of 45 to 55 dBA. 2. Provide sound system at the stage/dining area. 3. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning & Ventilation for all areas including student dining, staff dining and kitchen. 1. Dining Rooms are not authorized air conditioned spaces unless approved by the DOE.

See Mechanical Design Criteria for additional requirements. 2. Mechanical Design Criteria and previous space descriptions. 3. Provide kitchen hood exhaust system for each hood and design in accordance with the

requirements of the State DOH. Where required by the local Building Code, provide rated duct shafts for the exhaust duct.

4. Outside air supply fans are recommended for the kitchen exhaust hoods to prevent excessive negative pressures in the kitchen. Outside air shall be filtered.

5. Mechanically ventilate dry storage rooms. 6. Provided ducted exhaust system if required by dishwashing machine manufacturer. 7. Provide air curtains at dining room and kitchen exterior entrances. 8. Provide local on-off control with locking cover for each air curtain. 9. Air conditioning is not allowed in the dining room and is designed as a naturally

ventilated room meeting the requirements of UBC. Provide variable speed ceiling fans to promote air circulation at student dining, staff dining, dressing rooms and all other areas per the DOE guide specifications.

10. Ventilation for compressor room heat rejection requirements. 11. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. Provide accessible hand sinks to meet the requirements of ADAAG. 2. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Stage:

(a) Duplex outlets ever 12 linear feet around walls and three floor outlets.

(b) Provide three duplex outlets between stage deck and dining room floor.

(c) Provide master control panel and amplifier for the sound system.

(d) Provide five microphone outlets: four evenly spaced and one in the middle of the stage approximately 24 inches from the front edge. Provide three outlets for suspended microphones. CATV outlets at stage.

2. Dressing Rooms: Switched duplex outlets on each wall, 18” above floor and one outlet above dressing table. Provide pilot light to indicate outlet energization.

3. Serving Area: Provide separate, dedicated point of sales electrical hookup for cash

register. 4. All Other Areas: Provide adequate electrical outlets for equipment connections. 5. Covered Outdoor Stage Area (if any): Provide adequate covered and keyed

electrical outlets and outlets for spot lighting hookup.



6. Staff Dining Room: (a) Provide CATV outlet. (b) Provide electrical power for 4 computers. (c) See Electrical Design Criteria for additional requirements.

7. Battery Powered Quartz Wall Clocks: Provide in Student Dining, Dressing Rooms,

Kitchen, Cafeteria Manager's Office, and Staff Dining Room.

e. Lighting: 1. Dining Area:

(a) Ability to darken area for AV purposes and presentations. (b) Fluorescent lighting on zoned and/or multi-level controls. (c) Provide spot lighting at the stage area with dimmer controls. (d) See Electrical Design Criteria for additional requirements.

2. Dressing Room: Provide make-up lighting around the mirror area.

f. Communications: 1. Provide accommodation for voice, video, and data in Manager's Office, Dressing

Rooms, and Staff Dining Room. 2. Manager’s Office:

(a) Provide two-way speaker/intercom connection. (b) Provide outlets for cash register.

3. See Multi-Media/Communications for additional requirements.


Items to consider during design: a. Air-conditioning for the kitchen is determined on a site by site basis. If the kitchen is not

going to be air-conditioned, then the design needs to maximize the opportunities for natural and cross-ventilation. The cafeteria manager’s office is air-conditioned in either situation.

b. The dining area is planned for dual use as a multi-purpose are and as part of the

educational curriculum. Therefore, design this space should be planned for flexibility of use.

c. In order to eliminate congestion, waste return area should be opposite side of where

students line up to enter the serving area. d. The Cafeteria/Multi-Purpose building should be located near accessible service drives and

away from student traffic. e. The manager’s office needs to have a view of the service delivery area and the food

preparation/cooking area for control and supervision needs. f. The exterior delivery double door design needs to accommodate being open for the period

of time during deliveries. Also the screen doors need to be provided with double action swinging hinges and a heavy-duty fly fan controlled by an interior manual switch. Screen door design shall allow for the opening of the solid exterior doors when pushed on from inside.



g. At student dining double door locations, provide either air curtains with keyed, interior manual switch or double acting screen doors for insect control. Screen door design shall allow for the opening of the solid exterior doors when pushed on from inside.

END OF SECTION 342


Custodial Service Center Section 343-1

Section 343 – Custodial Service Center 343.1 Area 500 SF (Varies with design enrollment)

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Custodial Service Center.


The Custodial Service Center supports the instructional program of the high school. The custodial staff strives to provide a healthy, safe, and caring environment for the students which will foster student learning.

Activities:

The custodial service center provides:

• A central location and work area for the custodial staff. • A space where custodians check in and out and have their lunch and a desk area for

the head custodian. • An area where minor repairs on equipment is done. • A storage area for custodial supplies and equipment. • An employee shower/toilet room.



343.4 Built-Ins

Shower, water closet & lavatory

Provide all toilet accessories and grab bars including shower seat to meet requirements of ADAAG.


Provide magnetic whiteboard and tackboard with the location and size to be determined during the design phase.

Storage Provide 18 inches deep, adjustable shelving along one wall, floor to ceiling. May be purchased as CFCI furniture item, verify during design.

Lockers Provide 3 double-tiered lockers, each locker 12" x 12" x 30". Verify number and location during design.




Furniture & Equipment for Custodial Service Center






1 Desk – Double Pedestal 66" 30" 30" C 1 Chair adj C 1 4 Drawer Legal File Cabinet 18" 28" 52" C With lock. 3 Side Chair Without Arms P 1 Worktable, Metal 72”” 36”” 29” X

3 Storage Cabinets

X

Storage cabinets for corrosives, acids, and flammables with location and size to be determined during the design phase.


a. Finish Information: Floor: Sealed concrete Base: None Walls: Painted gypsum board or painted CMU. Provide corner guards in high

traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic


Doors: Provide a solid door with no vision panel for naturally ventilated or air-

conditioned rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.




a. Acoustics: 1. Allowed background ambient noise level of 45 – 55 dBA. 2. See Acoustic Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. See Mechanical Design Criteria.



c. Plumbing:

1. Toilet and shower facility with hot and cold water. 2. Provide floor sink or standpipe for draining condensate if cooling coil for air


d. Electrical: 1. Provide 120 volt duplex outlets on each wall at 12’-0” o.c. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide one dedicated 120 volt duplex outlet for each permanent computer station. 4. Provide battery powered quartz wall clock. 5. See Electrical Design Criteria for additional requirements.


f. Communications:

1. Provide permanent audio/data/video connections at one permanent computer station, including conduit and wiring.

2. Office shall have private telephone lines. 3. See Multi-Media/Communications Design Criteria for additional requirements.


Items to be considered during the design: a. Locate the custodial service center for ease and availability of deliveries. Typically it

shares the delivery area of the kitchen. b. Due to location, attention to appropriate comfort level for either natural ventilation or air

conditioning needs to be addressed during design. c. Provide a secured area for the parking and re-charging of golf cart/s. Provide an exterior

electrical outlet for cart re-charging that is switched to control use. d. Maximize storage capacity to meet the variety of supplies and equipment (i.e. paint, paper

products, wax machines, lawn mowers, weed wackers, etc.)

END OF SECTION 343


Library/Information Resource Center Section 344-1

Section 344 – Library/Information Resource Center 344.1 Area Varies with design enrollment

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Library/Information Resource Center areas.


The Information Resource Center (formerly the Library/Media Center) provides a multitude of learning spaces and materials to support and enrich the educational curriculum. The center provides additional instruction that enhances classroom learning and meets the individual needs of each student. The center provides:

• A variety of current print and non-print resources are made available to meet curriculum needs of student and staff.

• A place for the development of innovative programs and techniques to motivate users. • A place to maximize utilization of available resources and services. • Equipment and services for multi-media production and services. • Curriculum planning and research and support faculty working in these areas. • A place to coordinate teaching of library skills, work with students in independent study

projects and provide reading guidance.

Information Resource Centers are: • Becoming a “learning emporium” rather than a place to house books. A multitude of

services can be provided in this facility which support and reinforce the general movement in education towards team teaching, large/small group instruction, independent study and flexible scheduling.

• A place for multi-media services which includes video conferencing capabilities, networking, closed circuit TV’s, multi-media reproduction, studios, cyber cafes etc.

Activities:

The Information Resource Center is arranged for individuals as well as large and small groups as they engage in creative inquiry and discovery. A wide variety of varying levels of media are available for student and staff use. Because of the ever changing knowledge and rapid development of technology, this building will require a technological coordinator and/or a media specialist to select the appropriate materials and implement this curriculum. The school staff is encouraged to continually evaluate its media services.


Entrance: Provide a controlled entrance for accounting of library books and materials. Also serves as an area for display of student work and recognition. Librarian’s Office: (1-3 persons) office area adjacent to the circulation desk with glass panels for view of activities within the library.



Large Group Area includes: • Circulation Desk Area: An area for checking books and resources in and out. • Reading and Study Areas: For activities such as library skills, work, research assignments,

independent study projects, recreational reading. Area needs to accommodate use by two classes simultaneously and serve as a faculty meeting area.

• Bookstack Area: Easily accessible for student use and visual control. • Catalog and Index Areas: OPAC stations for the online searching of information and

resources. • Periodical Area: for browsing, research and study. • Resource Centers: For use by full class, lecture, research, etc. The arrangement of the above components needs to be finalized during design. Workroom/Production Room: Storage for the development of instructional material/ resources, maintenance of the collection and of the library records, the preparation of materials for circulation and of instructional materials. This area is utilized by students and faculty. The professional staff and materials area includes space and resources for teacher use in preparation of lessons, curriculum planning. Video Production Area: For students and teachers use, and production training programs, production of various graphics, and storage of production supplies. This area supports the school’s closed circuit TV broadcasts and other video production activities. Student Conference Room: For both large and small-group meetings, use by students for planning committee assignments individually or in groups, quiet place for study. Storage Room: To accommodate storage of magazines, newspapers, equipment; must be provided with a minimum of 3 feet of aisle space between shelving and be located to allow for resources to be easily dispersed for utilization in other areas. Media Control Center/Signal Processing Room: Area/room for locating head-end equipment for the various signal systems supporting the campus operations. Includes telephone, CATV utility feed and locally generated CCTV channels, administrative data, instructional data, and intercom/program bell and security systems. Limited people use; primarily only used by technology coordinator. Staff Toilet: For staff and emergency student use. Custodial Closet: For janitorial equipment and supplies needed for maintenance of the library/information resource center. Mechanical Room: For air-conditioning equipment and electrical panel. Technology Coordinator Office: For Technology Coordinator's use to service and maintain equipment along with typical office functions. Multi-Media Production Room: This room provides an area to support the school's audio visual/media arts program. Classes may be taught in this room. Verify the number of students using the room at any one time and the necessary equipment and design accordingly. These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



344.4 Built-ins

Built-In Furniture for Circulation Desk (Designer may modify to fit the floor plan)

5 Metal Shelving 36”L x 18”D x 42”H metal, adjustable with backstops

Circulation Desk – 2 Computer Stations

60”L x 28”D x 39”H provide with computer center with pull out keyboard and space for printer.

Circulation Desk – 1 Book Return Unit

36”L x 28”D x 39”H.

Circulation Desk – 1 Depressible Book Truck

30”L x 22”D x 39”H.

Circulation Desk – 1 Cabinet

Base cabinet with three shelves, size per specific layout.

Circulation Desk – 1 Unit

42”L x 28”D x 39”H.

Circulation Desk – 1 Knee Space Unit

36”L x 28”D x 32”H.

1 Circulation Desk Cabinet Unit with Hinged Doors

36”L x 28”D x 39”H, with 3 adjustable shelves.

Circulation Desk – Open Triangular Corner Unit

28” x 39”. Number as required for specific layout.

Built-in Furniture for Large Group Area

Instructional Surfaces Provide magnetic whiteboards and tackboards in the various areas of the library, i.e. Office, workroom/production room, main reading area, conference room, media control center/signal processing room, multi-media production room, and the technology coordinator’s office. The exact location and size to be determined during the design phase.

Electrically Operated Projection Screen

Provide a 12 feet wide x 8 feet high electrically operated, recessed in ceiling, projection screen in the Large Group Area. Verify size and need for wall or ceiling mount for Elmo/LCD projector during design.

Built-In Furniture for the Workroom/Production Area

Cabinets 30 L.F. x 24”D work counter. Provide sink and space for refrigerator.

Storage To accommodate large paper, cardboard, etc. (min. 36” x 24” ID).


Locate television mounting bracket with adjacent elec/cable outlet for ease of viewing by main work/meeting area. Locate furniture or equipment below to meet ADAAG clearance. Verify size of TV with school.


Provide ceiling mount for a 7 feet wide by 7 feet high projection screen to be purchased by the school. Verify need for wall or ceiling mount for LCD projector.




Furniture & Equipment for Information Resource Center






Provided By: Office L W H CFCI SFSI Description / Comments:

* Desk with L-return 66” 24"

30” 48"

30” C *1-750: 1 751-1250: 2

* Chair adj. C *1-750: 1 751-1250: 2

* Chair – Side without arms P *1-750: 2 751-1250: 4

* 4 drawer Legal File Cabinet with lock.

18” 28” 52” C *1-750: 2 751-1250:4

1 Fax Machine Station 28” 34” 28” P

Circulation Desk L W H CFCI SFSI Description / Comments: 3 Book Truck – metal with

carpet casters 31” 17” 41” P

2 Chair swivel height to fit desk.

P

Reading & Study Area L W H CFCI SFSI Description / Comments:

2 Table – 48” round P *1 – 1250 * Table - rectangular 60” 36” adj. P 1 -1000: 3

1001 – 1250: 4 * Table – rectangular,

powered leg and wire managers

72” 36” adj. P *1 -1000: 2 1001 – 1250: 3

* Carrels to accommodate computer with grommet holes for power and data

36” 35” adj. P *1-500: 5 501 – 750: 10 751 – 1000: 16 1001 – 1250: 20

* Chairs – Student, for use on carpet

18" P *1-500: 60 501 – 750: 66 751 – 1000: 72 1001 – 1250: 92

* Book Display 42” 30” 42” P *1-750:1 751-1250:2

3 Stools – Kick-Step P * 4 drawer Legal File Cabinet

without lock. 18” 28” 52” P *1-750: 2

751-1250: 3



READING & Study Area (Cont'd)

L W H CFCI SFSI Description / Comments:

1 Display/Exhibit Case X May be built-in. * Shelving:

- 10" deep, 42" high, adjustable free standing, floor mounted shelving; single and double sided units per specific layout; backstops on all double faced shelves. - 10" deep, 76" high, adjustable shelving anchored to walls.

X Number of books to be calculated based on Design Enrollment x 15 books per pupil. At a minimum, provide shelving capacity for 10,000 books at 25 books = 3 linear feet (1,200 LF minimum).

* Computer Stations to accommodate OPAC terminals, 1 unit to serve as printer station, powered with wire managers

X *1-750-4 751-1000:5 1001-1250:7

* Shelving for Nonbook Materials; 42”H free-standing floor type; 76”H wall type adj. With movable dividers and backstops on all shelves; end panels as necessary

X *1-750: 78 751-1250: 96

2 Racks - paperback 36” 68” X P

Periodicals Area L W H CFCI SFSI Description / Comments: 1 Rack - Newspaper P 4 Racks – Magazine, metal,

adjustable 36” 16” 42” P

2 Table – rectangular, powered leg and wire managers

60” 36” 29" P

12 Chairs 18" P

Resource Center L W H CFCI SFSI Description / Comments: 8 Table – rectangular,


60” 36” 29" P

54 Chairs 18" P

Student Conference Room


2 Table 72” 36” 29” P 20 Chairs – without arms,

stacking type 18" P

Workroom/Production Area


* Table – rectangular 60” 36” Adj. P *1-750: 2 751-1250: 3

* Chairs – without arms, stacking type

18" P *1-750: 8 751-1250: 12



Professional Staff & Materials


* Table – rectangular 60” 36” adj. P *1-750: 2 751-1250: 3

* Chairs – without arms, 18" P *1-750: 14 751-1250: 22

* 4 drawer Legal File Cabinet without lock.

18” 28” 52” P *1-750: 1 751-1250: 2

* Shelf units – Metal adj. With backstops on all shelves

36” 12” 72” *1-750: 5 751-1250: 6

Technical Coordinator's Office


1 Teacher Desk with L-return (24" x 48")

66" 30" 30" C

1 Chair adj. C 2 Chair – Side without arms 18" P 1 4 drawer Legal File Cabinet

with lock. 18” 28” 52” C

Multi-Media Production Room


1 Teacher Desk with L-return (24" x 48")

66" 30" 30" C

1 Chair adj. C 1 4 drawer Legal File Cabinet

with lock. 18” 28” 52” C

Note: Furniture needs to be determined during design.

Storage L W H CFCI SFSI Description / Comments:

1 Stool – Kick-Step P * Shelf Units – heavy duty,

metal, adjustable 36” 18” 83” P 1-500: 15

501-1250: 18 344.6 Room Data Information:

a. Finish Information: Floor: Resilient tile. Carpet in Large Group Area and Student Conference Room. Base: Rubber/vinyl Walls: Painted gypsum board or painted CMU. Provide corner guards in high

traffic areas. Ceiling: Acoustical tile at 8’-0” minimum height. 12’-0” minimum height at Large

Group Area.

b. Fenestration:







a. Acoustics: The Library/Information Resource Center shall have: 1. Room shall meet a background ambient noise levels of 45 dBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and



accordance with ASTM E 90. 5. Interior partitions surrounding regular type offices should have a minimum rating of 47

and 51 at executive offices and conference rooms. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51.

6. Designer should consult with their acoustical consultant in design of this space. 7. See Acoustical Design Criteria for additional requirements.


1. Media Center may require 24 hour, 7 days a week cooling for the servers. Continuous air conditioning requirements shall consider a separate air conditioning system if practical to minimize running a central chilled water plant for only the Media Center cooling load.

2. Determine if low cooling load conditions in Media Center will occur and provide reheat if required to prevent high humidity conditions.

3. Incorporate sound attenuation measures as recommended by acoustical consultant for the air conditioning and ventilation systems.

4. Provide temperature control thermostat with setpoint range. 5. See Mechanical Design Criteria for additional requirements.

c. Plumbing

1. One single compartment, large (31” x 22” x 6”D) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only.

2. Provide accessible drinking fountains – high/low type. 3. Provide floor sink or standpipe for draining condensate if cooling coil for air


d. Electrical:


two computer stations on one 20 amp branch circuit. Provide accommodation for 2 computers at circulation desk.

4. Provide one duplex outlet near any TV mount. 5. Fully powered retractable large projection screen within the library. 6. Concentrate all outlets, switches, thermostats etc. to minimize the use of wall space

since this is a primary concern. 7. Floor outlets shall be installed under fixed carrousels throughout the reading room, and

shall be equipped with covers to be closed while connected to a device. 8. Provide 208 volt, single phase outlet for the copy machine in the workroom. 9. Consultant should be aware in his design of not placing book shelving that can cover

an electrical outlet or control station. 10. Provide battery powered quartz wall clock in each occupied space. 11. See Electrical Design Criteria for additional requirements.



e. Lighting: 1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See

Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting on multi-level control. Lighting in the main reading room should be

zoned to permit banks of luminaries to be switched off in groups to enhance projection of images. Group lighting in banks parallel to screen surfaces.

3. Provide a master lighting control/switch for the entire media center. 4. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications:

1. Provide outside telephone lines. 2. Provide intercom system in workroom/production area. 3. Provide closed circuit t.v. connection. Location to be determined during design. 4. Voice, video, data outlets shall be located throughout the media center, one in every

conference room, office, at the circulation desk, work production area, etc. 5. Projection screen shall be ceiling mounted with modular motor and low voltage control

switch, matte finish and installed in the main reading room. The control switch shall be located at the circulation desk.

6. See Multi-Media/Communications for additional requirements. 344.8 Special Considerations

Items to consider during design: a. Provide service drive access to the workroom area since deliveries shall be made at this

location. b. Provide adequate parking for media personnel, visitors, and the community in close

proximity to the Information Resource Center. This area may have controlled use by the community which suggests some parking near the building would be desirable.

c. Circulation desk checkout counter shall meet ADAAG requirements for both students and

worker usage. d. Provide an accessible book drop. e. Mechanical consultant shall address dehumidification requirements. f. Locate the library primarily for student ease and availability of use and community use

secondarily. Typically it is located near and centralized to the instructional areas. g. The design needs to provide a secure environment for the safe keeping of the instructional

materials and technology. h. Provide an after hour access to the workroom/production area with availability to restroom

for support of workshops/distance learning classes/video conferencing activities.

END OF SECTION 344


Computer Resource Center Section 345-1

Section 345 – Computer Resource Center 345.1 Classroom Area 1,200 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Computer Resource Center Area.


The computer program at the high school level focuses on the development of four processes: access, process, manage, and communicate. Activities: A description of the activities is as follows and involves the four processes: • Access: Students will display and record data via the use of computers or may be wireless

pads in the future. • Process: Students will be able to change the form of the data collected – word processing. • Manage: Students will learn how to gather information and learn how to store data. • Communicate: Students will be able to share their portfolios by presentations and

communicating in non-verbal language. These activities can be done within the general classroom and/or the dedicated computer resource center.


Typical room arrangements may be based on: • Individual computer work stations • Tables that accommodate 2 or 3 student computers • A cluster type table, two trapezoidal tables or a 5 or 6 sided table with accommodation for

the cabling through the center portion • Built-in perimeter counters • Or a combination of the above

Particular arrangement is determined during the design phase to best meet the program needs. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for thirty-one permanent computer stations (one teacher and 30 student stations) and two printers with the appropriate power and data connections. The teacher workstation needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in paragraph 345.5 Non Built-in Furniture and Equipmenmt. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen). These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.



345.4 Built-ins


4 ft. wide by 2 ft deep by 7 ft. tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 – Typical Millwork Details, Detail 2 – Tall Storage Cabinet. Lockable storage closet is an option.


Provide a minimum of 16 linear feet of magnetic marker board at the main instructional wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. The main instructional whiteboard may be a horizontal sliding type.




Provide wall or ceiling mount 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector.


Counter with Base Cabinets

Provide 8 linear feet of counter with base cabinets for the accommodation of scanners/printers and other accessory equipment. Furniture components may be substituted during the design phase.


Furniture & Equipment for Computer Resource Center

No. Req'’d Item Dimensions





1 Teacher Desk – with L-Return

66”

30”

30” C Verify printer location on L–Return

1 Teacher Chair adj. C 2 Table – rectangular,


60” 36” 29" P

8 Student Chairs 18" P 30

Computer Workstations 36” 30” 30” P May consider built-in

workstations. 30 Student Computer Chairs adj. P Have the option of wheels/

casters 1 Movable Teacher Cabinet 48” 28” 66” P For YRE - Multi-Track

Schools 1 4-drawer Legal File

Cabinet 18” 28” 52” C







solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.




a. Acoustics:

1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.




b. Air Conditioning and Ventilation: 1. Provide individual thermostat control in each air-conditioned classroom. Locate

thermostat near teacher station. 2. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing:



3. See Mechanical Design Criteria for additional requirements. 4. Provide an accessible lavatory for hand wash.

d. Electrical:


two computer stations on one 20 amp branch circuit.



4. Provide electrical accommodation to support 31 computers, 2 printers, 1 scanner, and charging capability for a mobile cart of 30 laptop computers. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector.



d. Lighting :


e. Multi-Media / Communications:

1. Two way intercom in classroom with P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Call button near teacher’s desk.

2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent data cabling connections at each permanent computer station,

including conduit and wiring, and one for the teacher. Provide a telephone jack for the teacher.


Items to consider during design: a. Provide maximum security for the Computer Resource Center in the glazing and door

design. b. Computer resource center is often located adjacent to the library/media center for

convenient use by students. c. Design for after hours use with access to a restroom is often considered.

END OF SECTION 345


Faculty Center Section 346-1

Section 346 – Faculty Center 346.1 Area 980 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Faculty Center area.


This area functions primarily as a faculty work and lounge area with shared storage space. Areas in the Faculty Center include: Work Area: Primary function of this area is to provide faculty members the capability to perform minor media reproduction activities as well as the accomplishment of class preparation work in privacy and in close proximity to their classrooms. This facility supplements teacher work done in classrooms as well as the extensive media reproduction capability of the library/media center. The Faculty Center may be combined with the Teacher Planning Center. Lounge Area: This setting provides for faculty lounging purposes. In addition, it may also serve as a secluded area for coffee and lunch breaks, small group faculty meetings, parent-teacher conferences and teacher-student counseling activities. Space for a refrigerator shall be provided. Two unisex (usually signage states “Staff”) accessible toilets shall be provided. General Classroom Storage Room: A storage area to supplement the general classroom storage is included with the capability to store equipment shared by several classrooms as well as furniture and equipment used by classrooms on an infrequent basis.


The Faculty Center may be combined with the Teacher Planning Center.


346.4 Built-ins

Counter Counter with sink and base cabinets and overhead cabinets. Approximately 10 linear feet, to be determined during design.


Provide a minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of tackboard to be located during the design phase.

Restrooms Provide ADAAG compliant staff restrooms for men and women.




Furniture & Equipment for Faculty Center


Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these



2 Table – round, 48”D or rectangular 36" x 72"

P Type and size to be determined during the design, may be a combination of types

8 Chair 18" P 1 – 2 Sofa (optional) P 2 – 4 Lounge Chairs P Dependent on size of sofa

2 End Tables optional P Determined during the design 1 Coffee Table optional P Dependent on type and size 4 Computer Stations 36" 30" 30" P May consider built-in computer

and printer stations 1 Printer Station 36" 30" 30" P May consider built-in computer

and printer stations 4 Computer Chairs adj. P



Floor: Resilient tile or sealed concrete, ceramic tile in restrooms with wainscot. Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic









a. Acoustics: Office areas shall be acoustically designed as follows: 1. Room shall meet a background ambient noise level of 45 to 55 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and

NRC of 0.5 to 0.6. 3. Interior partitions surrounding regular type offices should have a minimum rating of 47



b. Air Conditioning and Ventilation: See Mechanical Design Criteria.


conditioning is located in this room. 2. One large, stainless steel countertop sink with goose neck faucet, cold water only and

hot water dispenser. 3. Sinks need to be accessible. Front approach is requested by DCAB. The depth of the

sink and the faucet operating force shall meet the requirements of ADAAG. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide one 110 volt duplex outlet for each permanent computer station. Maximum



f. Multi-media/Communications: 1. Provide permanent audio/data/video connections at each permanent computer station,

including conduit and wiring. 2. Office shall have private telephone lines. 3. See Multi-Media/Communications Design Criteria for additional requirements.


Items to consider during design: a. Locate Faculty Centers throughout the campus for teacher convenience b. May be combined with the Teacher Planning Center

END OF SECTION 346


Teacher Planning Center Section 347-1

Section 347 – Teacher Planning Center 347.1 Area

Teacher Planning Center 130 SF/per Off-Track Teacher

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to the Teacher Planning Center area.


This area functions primarily as a teacher’s work and planning center. Activities: Activities that occur in the Teachers Planning Center are: If a school is operating on a YRE-MT schedule, this is an area for the off-track teachers to meet, work, and plan either individually or with others. The storage of the teacher’s cabinet with their personal instructional materials is within or nearby to the planning center for convenience of use. Primary function of this area is to provide faculty members an area for planning and class preparation work in privacy and in close proximity to their classrooms with the capability to perform minor media reproduction activities. This facility supplements teacher work done in classrooms as well as the media reproduction capability of the library/media center. This area as provides an area for conference with other staff members, students, and parents. The Teachers Planning Center may be combined with the Faculty Center.

347.3 Space Descriptions:

The Teacher Planning Center, with its areas for planning, conferencing, and storage may be combined with the Faculty Center’s areas for lounging, conferencing, reproduction, storage, and restrooms. DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/.

347.4 Built-ins

Workstations During design the decision shall be made whether to provide workstations as built-in items or as furniture items.


Provide minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of tackboard to be located during the design phase.




Furniture & Equipment for Teacher Work Center






2 Table – rectangular or round (48”) or combination of both

72” 36” adj. P

See Note

1

Work Stations (built-in or furniture item)

- - - X Note 1: Size, type and number is determined during design

See Note

2

Chair – general office adj. P Note 2: Number determined during design



Floor: Resilient tile or sealed concrete, ceramic tile in restrooms with wainscot Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic





Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.) Lever type of hardware in lieu of crank type for durability reasons is preferred.


a. Acoustics: Office areas shall be acoustically designed as follows:

1. Room shall meet a background ambient noise level of 45 to 55 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and

NRC of 0.5 to 0.6. 3. Interior partitions surrounding regular type offices should have a minimum rating of 47





b. Air Conditioning and Ventilation: See Mechanical Design Criteria



d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide 110 volt duplex outlet for each permanent computer station. Maximum two

computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock. 5. See Electrical Design Criteria for additional requirements.


f. Multi-media/Communications: 1. Provide permanent data cabling connections at each permanent computer station,

including conduit and wiring. 2. Office shall have private telephone lines. 3. Provide video outlet and power. 4. See Multi-Media/Communications Design Criteria for additional requirements.


Items to consider during design: a. Locate within or throughout the campus for teacher convenience. b. May be combined with or located adjacent to the faculty center/s. c. Storage component may be within or adjacent to planning center for convenience of use.

END OF SECTION 347


Storage Space Section 348-1

Section 348 – Storage Space 348.1 Area Within various EDSPEC components and/or by Designer

Typically the DOE addresses a school's storage needs in the following ways: a. as a component within other EDSPEC program areas, b. space for the storage needs of YRE-MT (typical mobile cart size is 48"W x 28"D x 66"H),

and c. as a percentage of the programmed school area (Hold on implementation of this

component at this time).

348.2 Program Description and Philosophy In the YRE-MT schedule, a storage room is required for the movable teacher’s storage carts. The space requirement for this room is determined by the amount of carts required. The cart size is approximately 48”W x 28”D x 72”H and has casters. The location of this room is near the Faculty Center or a Teacher’s Planning Center or may be included as part of these rooms. There are also general storage rooms located throughout the campus. They are based on a percentage of the overall campus program space square footage if funding allows.

348.3 Space Descriptions These rooms serve as storage for equipment, instructional materials and supplies, and movable teachers' carts.

348.4 Built-Ins

General school storage rooms will have built-in or furniture type adjustable shelving to be located and sized during design.


Shelving may be provided as CFCI furniture. Determination is made during design. 348.6 Room Data Information


Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure

b. Fenestration:

Doors: Provide a solid door with no vision panel. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Windows: Not required for this storage room.


Storage Space Section 348-2


a. Acoustics: 1. Allowed background ambient noise levels of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: Mechanical Standards for requirements.

c. Plumbing: (None) d. Electrical:

1. Provide a minimum of one 120 volt duplex outlet for each wall. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. Also, consider tube type of lighting. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None) 348.8 Special Considerations:

Items to consider during design: a. Locate storage for YRE-MT cabinet storage near Teacher Planning and Faculty Centers.

Size & design room so that cabinets can be with minimum movement of other cabinets. b. Locate general storage rooms throughout campus for convenient use by teachers and staff. c. If the facility is multi-story, proximity/nearness to the elevator needs to be considered. d. Maximize opportunities for storage as floor plans and structural grid are developed.

END OF SECTION 348


Toilets Section 349-1

Section 349 - Toilets 349.1 Area By Designer 349.2 Program Description

Toilets for students are Per Department of Health Sanitation requirements Chapter 11 Administrative Rules and Department of Education Criteria and Uniform Plumbing Code requirements.


Toilet and restroom design shall be fully ADAAG compliant. 349.4 Built-ins

• Toilet stall partitions • Soap dispensers located within or above the lavatory to contain droppings • Paper towel dispensers and receptacles • Mirrors; coordinate locations with placement of soap dispensers • Toilet tissue dispensers – roll type for ADA stalls, single dispensing type for non-ADA stalls • Sanitary napkin disposal receptacles • Use institutional hardware i.e. piano hinges

349.5 Non Built-in Furniture and Equipment: (None) 349.6 Room Data Information


Floor: Ceramic tile with wainscot. Design needs to provide slope to drain for all areas of the floor to minimize any ponding condition/s.

Base: Ceramic tile Walls: Painted gypsum board or painted CMU above ceramic tile wainscot. Ceiling: Gypsum board at 9’-0” minimum height or exposed structure (if acoustic


Doors: Provide number of doors per Building Code exiting requirements. Exterior

doors must be protected from elements, and provided with maximum security. Provide means for holding open door in the open position.


Maximize security protection measures (i.e. minimize glass lite sizes; include window stops, security screens on jalousies.) Location of windows must address privacy issues.


a. Acoustics:

1. Allowed background ambient noise levels of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning & Ventilation: See Mechanical Design Criteria.



c. Plumbing: 1. Provide floor drains in each toilet room and include trap primers. 2. Provide hose bibs with keyed operation. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide one switched G.F.I. outlet per restroom to facilitate cleaning. Locate pilot

lighted switch in nearby general utility closet. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with high impact lens at any student bathrooms. 2. Consider use of occupancy sensors. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None) 349.8 Special Considerations

Items to consider during design: a. Attention to floor design and construction needs to be given to avoid areas of water

ponding. b. The design needs to provide appropriate privacy from the entrance/hallways, etc. Use of

privacy walls is usually incorporated in the design. c. To facilitate supervision of students, location of lavatories may be considered outside of

water closet/urinal area. d. Providing the appropriate height for the stall partitions/walls to match the height of the

users needs to be confirmed during the design phase with the school. Goal is to provide appropriate privacy balanced with ability to supervise.

e. Minimize number of mirrors and give attention to location of mirrors to ensure privacy.

Mirror location may be other than above sink. f. The number of water closets for girls/women gang toilets needs to be discussed and

adjusted to address the accommodation of the crowd in a timely manner. Typically, the women’s toilets will always have a greater number of water closets than the men’s toilets and will exceed the minimum number required by code/regulations.

g. Durability, sturdiness, and resistance to abuse (graffiti, scratching) are qualities that are to

be considered in the selection of the appropriate hardware. Institutional grade hardware is a minimum standard, i.e. hinges are the continuous or piano type. Partition panel material is a waterproof, solid/uniform colored material, such as phenolic plastic.

h. When determining location of toilets, minimal travel distance needs to be considered for

supervision and security reasons and to minimize time out of class. Path of travel needs to be visible for staff supervision. If facility is multi-story, toilets are provided on each floor for student use.



i. Staff toilets are typically single user unisex in design. Signage designation is either “staff” or “men” and “women”. Determination is made during the design phase.

j. Staff and single user student restrooms are provided with hardware that designates

“Occupied/Vacant”.

END OF SECTION 349


General Utility Closet Section 350-1

Section 350 – General Utility Closet 350.1 Area 40 SF

General Utility Closet is typically a minimum of 40 SF. 350.2 Program Description and Philosophy

General Utility Closets are satellite stations directly related to the custodial service center. Minimal quantities of custodial supplies are distributed from this station to the surrounding areas. Cleaning equipment and supplies used by classroom cleaners are kept here. A minimum of one custodial closet shall be provided for each floor of a building and typically located near the student restrooms to share plumbing. The environmental services and effort of the custodial services staff members supports the instructional and educational program by providing a healthy, safe, attractive, and caring environment where children can learn and staff can work with minimal distractions. Activities: This space supports the cleaning/maintaining of facilities and provides storage for custodial supplies and equipment used routinely.


(See Program Description) 350.4 Built-Ins

Mop Sink See Plumbing requirements Mop & Broom Rack May be built-in or supplied as a CFCI furniture item if approved by the school. Shelving Provide 4 linear feet of shelving for storage of supplies, approximately 6 feet high.

(Shelf unit furniture item of similar size may be supplied by contractor instead). Whiteboard/tackboard Need, size, and location to be determined during design.


Furniture & Equipment for General Utility Closet





Provided By: L W H CFCI SFSI Description / Comments: 1 Shelving Unit 48” 16” 72” X Suggested size only




a. Finish Information: Floor: Sealed concrete and ceramic tile at mop sink. Base: None Walls: Painted water resistant gypsum board or painted CMU, ceramic tile

wainscot 4’-0” H at mop sink and below mop rack. Ceiling: Gypsum board at 9’-0” minimum height or exposed structure (if acoustic


b. Fenestration:

Doors: Exterior doors must be protected from elements and provided with maximum security.

Windows: Typically this space does not have windows. If windows are included, provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.)


a. Acoustics: 1. Allowed background ambient noise level of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.


1. Due to the mop sink and storage of wet equipment, this room needs to be mechanically ventilated if operable windows are not provided.

2. See Mechanical Design Criteria.

c. Plumbing: 1. Provide cold water. 2. Select mop sink orientation to match floor plan and space available. 3. Mop sink type (utility sink with hose attachment for filling mop bucket or floor type, etc.)

needs to be confirmed with school during design. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical:

1. Provide one 120 volt duplex outlet, G.F.I. type if near the service/mop sink. 2. Locate pilot lighted switch for student restroom and exterior outlets within this room. 3. See Electrical Design Criteria for additional requirements.

e. Lighting:


f. Multi-Media/Communications: (None)




Items to consider during design: a. Location and amount of General Utility Closets throughout a school will depend on the

ultimate layout of the spaces and functions. Convenience is important to help promote effective preventative maintenance of the facilities.

END OF SECTION 350


Mechanical/Electrical/Media–Communication Rooms Section 351-1

Section 351 - Mechanical/Electrical/Media-Communication Rooms 351.1 Area By Designer

Area to be determined by designer based on type of mechanical systems used and on configuration of buildings. Note: Minimum dimensions of IDF Rooms shall be 8 feet by 10 feet. This section addresses the utility rooms required to support the facilities infrastructure.

351.2 Program Description Program Description for Mechanical Rooms: Mechanical rooms contain major mechanical systems for building plumbing and/or air conditioning systems. Access to these rooms should be from the exterior where possible, or from corridor spaces where maintenance activities will not disturb learning activities. Main mechanical rooms contain mechanical components based on the system design. These items could include but may not be limited to boilers, pumps, storage tanks, domestic hot water systems, air conditioning equipment, air handling equipment, and control panels.

Mechanical rooms shall be sized based on the repair or replacement of the largest component of the system. For example, the AHU rooms shall be large enough to allow removing the fan shaft or cooling coil. Access space may include space through opened doors, but doors in the open position shall not block egress paths. Main chiller rooms shall be sized to allow pulling tubes from the chiller. Provide a path for future chiller replacement such that other equipment does not have to be removed to access the equipment being replaced. Heights of rooms with boilers or unfired pressure vessels such as hot water storage tanks shall meet the requirements of the State Boiler Inspector for clearance from the top of the equipment to the ceiling.

All mechanical rooms shall provide sufficient access space for the maintenance mechanic to work safely when performing common maintenance tasks such as filter replacement, belt adjustment, etc.

Air conditioning equipment shall be floor mounted, not above suspended ceilings unless adequate provisions such as maintenance platforms, permanent ladders, and standing headroom are provided. Program Description for Electrical Rooms: Main electrical rooms contain electrical components based on the system design. These items could include but are not limited to: the main electrical switch gear for a building, emergency generator panels and transfer switch, transformers, telephone system, and electrical panels. Program Description for Media - Communication Rooms: These rooms house the signal and backboard connections which interface with the connections of individual outlets to the campus distribution systems. See Chapter 8 – Multi-Media Design Criteria for additional information. Note: Minimum dimension for IDF rooms shall be 8’ x 10’.




(See Program Descriptions) 351.4 Built-Ins

Determined during the design. 351.5 Non Built-In Furniture and Equipment (None) 351.6 Room Data Information:

a. Finish Information: Floor: Sealed concrete Base: None Walls: Painted gypsum board or painted CMU (Important to meet acoustical

requirements, see 351.7 Utility and Room Data Requirements, item a. Acoustics and Chapter 5 – Acoustic Design Criteria).

Ceiling: Gypsum board at 9’-0” minimum height (height to be determined by equipment needs) or exposed structure (if acoustic levels can be achieved).

b. Fenestration:

Doors: Exterior doors must be protected from elements, and provided with

maximum security. Sound insulated doors required per Acoustical Consultant’s recommendation at mechanical rooms.

Windows: Typically these spaces do not have windows. Mechanical rooms require

fixed louvers for air intake and exhaust. Louvers should be sized per mechanical system requirements and detailed with security and weather-proof features. Determine if there is a need for windows during the design. Maximize security protection measures (i.e. minimize glass lites sizes, include window stops, security screens on jalousies) if windows are needed.


a. Acoustics:

1. Two hour, STC 54 partitions are required around mechanical rooms. 2. Mechanical rooms that contain air handlers should have full height CMU walls that are

fully grouted. Bare ceiling and walls should be treated with 3 inch – K-13 acoustical spray on insulation down to one foot off the floor. Doors should be solid, 16 gauge steel with adjustable head, jamb, astragal, and automatic door bottom seals.


b. Air Conditioning and Ventilation: 1. Consultant shall consider accommodations to address heat and ventilation in these

rooms. 2. Outside air shall be ducted to AHU’s. Mechanical rooms with AHU’s shall not be used

as a mixing plenum. 3. See Mechanical Design Criteria for additional requirements.




conditioning is located in this room. 2. Floor drains provided in main chiller and boiler rooms shall include trap primers. 3. A hose bib for maintenance of the mechanical room equipment shall be provided in the

mechanical room or close by, reachable with a common hose. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide 120 volt duplex outlets as appropriate to facilitate equipment connections and

maintenance. 2. Provide surge protected outlets in the main signal room. 3. See Electrical Design Criteria for additional requirements.


f. Multi-Media/Communications: 1. Provide telephone outlets within major rooms for maintenance personnel. 2. Provide telephone interface for utility company power metering interface. 3. Provide telephone outlet for interface with security system in signal rooms where

required. 4. See Multi-Media/Communications Design Criteria for additional requirements.



a. The mechanical and electrical rooms are generally not entered by school staff, but rather by contracted service/maintenance vendor.

b. The media-communication rooms are more apt to be entered by DOE personnel (staff

and/or Network Support Services Branch (NSSB). Therefore, these are often interior rooms.

c. Sensitivity to heat needs to be considered in the design of the media-communication

rooms. These rooms typically have some means of heat control, i.e. air conditioning, etc.

END OF SECTION 351


Adult Education Center Section 352-1

SECTION 352 - ADULT EDUCATION CENTER 352.1 Area (Varies with the design enrollment)

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to the Adult Education area.


The Department of Education is mandated to establish and regulate a program of less-than-college level education to be conducted wherever feasible, using public-school buildings and equipment.

The objective of adult education is to improve and enrich the quality of life by providing a variety of basic, remedial and continuing instructional services to the general public.

Activities: Classes are conducted in public school buildings and in churches, hospitals, libraries, senior centers, military bases and other off-campus locations during day and evening hours and on weekends.

The administrative centers for adult program operations are all located in high school buildings. The local district superintendent is directly responsible for adult education centers in his/her district.



352.4 Built-ins

Reception Counter Reception counter facing lobby with teacher mailboxes built onto one end of counter surface, storage shelving below. Provide above counter storage and shelving. See Detail 5.


Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall. (locate furniture or equipment below to meet ADAAG clearance). Lockable storage closet is an option. Verify size of TV with school and need for VCR bracket. Provide a mounted TV to be viewed by lobby and office staff.

Staff Mailboxes Provide individual teacher mailboxes, typically near the front counter area. Number to be determined during the design. Name tags on both ends, able to be loaded from the back, and provided with 12 inch horizontal shelf to facilitate use of the box. “X” number of boxes are oversized (double in height) to accommodate users with larger mail volume. See Detail 6 for design guidance.

Key Cabinet In general office

Instruction Surfaces

Magnetic whiteboards and tackboards to be located and sized during design.




Furniture & Equipment for Administration

No. Req’d Dimensions




Provided By:

Principal's Office (200 SF) L W H CFCI SFSI Description / Comments: 1 Executive desk – double

pedestal with 6” overhang 60” 48”

36” 24”

30” C Options – double pedestal 30” x 60” or 36” x 72”

1 Executive swivel chair. adj C 3 Side chairs with arms 18” 28” 52” P 1 Credenza – adjustable

shelves, 2 sliding doors 60” 20” 29” C

1 4 drawer Legal file cabinet with lock.

18” 28” 52” C

1 Bookcase 48” 16” 42” P 1 Table - Rectangular 72” 36” 30” P

L W H CFCI SFSI Description / Comments: Vice-Principal's Office)

(120 SF) * Executive desk – double

pedestal with 6” overhang 60” 48”

36” 24”

30” C *0-2999: 0 3000-5999: 1 6000-above: 1

* Executive swivel chair. adj C *0-2999: 0 3000-5999: 1 6000-above: 1

* Side chairs with arms 18” 28” 52” P *0-2999: 0 3000-5999: 3 6000-above: 3


18” 28” 52” C *0-2999: 0 3000-5999: 1 6000-above: 1

Registrar's Office L W H CFCI SFSI Description / Comments:

1 Executive desk – double pedestal with 6” overhang

60” 48”

36” 24”

30” C

1 Executive swivel chair. adj C 3 Side Chairs C 1 Worktable with center

drawer 72” 36” 30” P


18” 28” 52” C




No. Req’d Dimensions




Provided By:

General Office L W H CFCI SFSI Description / Comments: * Secretarial desk with L

return 60” 48”

36” 24”

30” C *0-2999: 1 3000-5999: 2 6000-above: 3

* Chairs – secretarial C *0-2999: 1 3000-5999: 2 6000-above: 3

* 4 drawer Legal file cabinet with lock. (General Office)

18” 28” 52” C *0-2999: 2 3000-5999: 2 6000-above: 4

1 Table – Rectangular 72” 36” 30” P * Bookshelves 96” 12” 12” P *0-2999: 1

3000-5999: 1 6000-above: 3

2 Storage Cabinets 48” 24” 24”

Lobby L W H CFCI SFSI Description / Comments: * Side chair with arms (in

lobby) P *0-2999: 6

3000-5999: 8 6000-above: 10

Storage Room (300 SF) L W H CFCI SFSI Description / Comments:

2 Shelves w/door along 2 walls

30” P

2 Storage cabinets w/locks 48” 24” 84” C 2 Bookshelves 72” 12” 72” C 2 4 drawer Legal file cabinet

with lock. 18” 28” 52” C

Counselor's Office L W H CFCI SFSI Description / Comments:

1 Executive desk – double pedestal with 6” overhang

60” 48”

36” 24”

30” C 0-2999: 0 3000-5999: 1 6000-above: 1

1 Chair - Executive C 0-2999: 0 3000-5999: 1 6000-above: 1

2 Chair – side with arms P 0-2999: 0 3000-5999: 3 6000-above: 3

* 4 drawer legal file w/ lock. 18” 28” 52” C 0-2999: 0 3000-5999: 1 6000-above: 1

Workroom L W H CFCI SFSI Description / Comments:

1 Table 72” 36" 30”





Floor: Resilient tile or sealed concrete Base: Rubber Walls: Painted Gypsum Board or Painted CMU Ceiling: Acoustical Tile at 9’-0” minimum height or exposed structure (if acoustic



Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.)

352.7 Utility and Room Data Requirements 352.7.1 Acoustics

a. Room shall meet a background ambient noise levels of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.

b. Interior partitions should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51.

c. Operable walls should have a minimum STC of 48 when tested in accordance with ASTM E 90.

d. See Acoustical Design Criteria for additional requirements. 352.7.2 Air Conditioning and Ventilation

a. Provide individual thermostat control in each air-conditioned space. b. See Mechanical Design Criteria’s for additional requirements.

352.7.3 Plumbing

a. Stainless steel sinks with hot water dispenser shall be provided at countertop applications. Supply faucet with cold water only.

b. Provide accessible electric water coolers, dual height unit within the administrative center. c. Provide hot and cold water at sinks and lavatories within the Health Service area. d. Provide hot shot type faucet in the staff lounge if larger hot water source is not readily

available. e. Sinks need to be accessible. Front approach is requested by DCAB. The depth of the sink

and the faucet operating force shall meet the requirements of ADAAG. f. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is

located in this room. g. See Mechanical Design Criteria for additional requirements.



352.7.4 Electrical

a. Provide a minimum of two (2) 120 volt duplex outlets per each wall for general use. b. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. c. Provide one 120 volt duplex outlet for each permanent computer station. Maximum two

computer stations on one – 20 amp branch circuit. d. Provide battery powered quartz wall clock. e. See Electrical Design Criteria for additional requirements.

352.7.5 Lighting

a. Fluorescent lighting with multi-level and/or zoned switching at PCNC and conference rooms as a minimum. (Other rooms as necessary to conform to energy code restrictions).

b. See Electrical Design Criteria for additional requirements. 352.7.6 Multi-Media/Communications

a. Control center for the intercom/program bell combination system. Locate master stations at Principal, Vice Principal and general office.

b. One outlet for closed-circuit TV at all conference rooms, Principal’s office, Vice Principal’s office, all other offices, the health room and PCNC. Location to be determined during design.

c. Provide permanent audio/data/video connections at each permanent computer station – conduit and wiring.

d. Offices and conference rooms shall have two-way intercom with control switches, except Principal, Vice Principal and general office shall have master stations.

e. Offices shall have telephone lines. f. See Multi-Media Communications Design Criteria.

END OF SECTION 352

Sections 353 – 370 (RESERVED)

Physical Education


PE Lockers and Showers Section 371-1

Section 371 – PE Lockers and Showers 371.1 Area

PE Locker/Shower – Girls 3,350 SF PE Locker/Shower – Boys 3,350 SF Common Area (Fitness Room, Laundry, First Aid Room) 2,080 SF

See latest High School Facilities Assessment and Development Schedule (FADS) for any updates or changes to PE Lockers and Showers area.


Program Description Physical Education (PE) is the discipline that teaches students the knowledge and skills to be physically competent movers. PE determines the curriculum content that students need to know and be able to demonstrate at benchmarked grade levels. In its entirety, PE builds a foundation of appropriate instructional practices to promote and facilitate the attainment of movement forms, concepts, skills, physical fitness, and the development and improvement of physical activity that can be maintained throughout life. PE’s Goal: To empower learners to actualize a vision of themselves as competent movers with the skills and knowledge and desire to become life-long participants in physical activities. The Hawaii Physical Education Content and Performance Standards are: a. Movement Forms: Students demonstrate motor skills and movement patterns to perform a

variety of activity. b. Cognitive Concepts: Students understand movement concepts, principles and tactics as

they apply to the learning and performance of physical activities. c. Active Lifestyle: Students utilize appropriate motor skills, tactics and movement concepts/

principles while participating regularly in physical activity. d. Physical Fitness: Students demonstrate ways to achieve and maintain a health-enhancing

level of physical fitness. e. Social Behavior: Students demonstrate responsible personal and social behavior in

physical activity settings. f. Respecting Differences: Students demonstrate understanding and respect for differences

among people in physical activity settings. g. Expression: Students choose physical activity for health, enjoyment, challenge, self-

expression and/or social interaction. The secondary PE program is organized around courses of study by semester. PE will provide opportunities to apply combinations of movement forms starting at a basic level and working towards more complex and challenging situations. In addition, PE courses will enable students to make the connections between physical activity and the many health-enhancing benefits of exercise. Students will develop a working knowledge of a variety of training and conditioning principles to choose activities and exercises that improve health and well-being.



371.3 Space Description Each High school campus shall be provided with one PE Center, within which shall include: a. General Classrooms: For activities such as rhythms, tumbling, and gymnastics,

conditioning etc. these rooms should be adjacent and be amendable to combining classes during inclement weather. They shall be wired per Multi-media/ Communications Design Criteria.

b. PE Locker/Shower Building:

1. Individual shower stalls and dressing/locker facilities for both boys and girls. 2. Offices and shower and locker facilities for instructional staff. 3. Suitable storage space for equipment and uniforms. 4. Fitness room with specific focus of program and focus (i.e. fitness center of aerobics/

dance studio) to be determined during the design phase. 5. First aid room. 6. Laundry room.

c. Outdoor Areas for: 1. Flag football, softball, soccer. 2. Paved courts for badminton, basketball, volleyball, paddle tennis.

d. Playfields: Entire field graded for proper water runoff and grassed. e. Outdoor Courts: Crowned asphalt concrete 72’ x 144’ with appropriate curbing on four

sides of court. Provide 2” wide color coded outlines for each paved playcourt unit: 1. Tennis court 36’ x 78’ 2. Basketball courts 40’ x 60’ each. 3. Regulation volleyball court 30’ x 60’ 4. Paddle tennis courts 20’ x 44’ each 5. Handball courts 20’ x 44’

f. Fencing at Outdoor Courts: 1. 12 foot high wire fence with gates and smooth masonry handball wall with vertical lines.

Horizontal line 3’ high on wall face for tennis. 2. 12 foot high wire fence with gates and smooth tennis wall with 3’ horizontal line.

The high school PE Locker/Shower component is to meet the needs of the high school PE curriculum, separate from the athletic program’s requirements. The supervision and safety of students needs to be addressed in the layout of the various spaces. Both the boys and the girls locker rooms include the following spaces:

Locker Room Shower / Drying Areas Toilet Room Faculty Office Storage Rooms Custodial Closet Common spaces include:

Fitness Room Laundry Room First Aid Room Heater and Electrical Room



371.4 Built-ins

Built-in Furniture for Boys Locker Room (Same for Girls) Shower Stalls

Provide a minimum of 24 shower stalls with adjacent private drying areas. Provide all necessary accessories and curtains at shower and drying entry openings.

ADA Compliant Shower Stall

Provide a minimum of one accessible shower and drying area (with bench) to meet the requirements of the ADA Architectural Guidelines.

Lockers The number of lockers and layout option shall be verified with the school during the design. The following options provide various layout combinations for storage lockers (storage of PE clothes between classes) and dressing lockers (storage of school clothes and books during PE class). All lockers shall be mounted on a concrete base for ease of maintenance and cleaning. Suggested height of base is between 16" – 18". Option 1: 6 storage lockers (9" x 12" x 20"H) for every one dressing locker (12" x 12" x 30"H). Option 2: 6 box storage lockers (12" x 12" x 12"H) for every one tall dressing locker (12" x 12" x 48"H) with one box to be located above dressing locker. Option 3: Combination dressing/storage lockers, 6 (12" x 12" x 20"H) lockers. The suggested amounts of lockers below correspond with numbers of students using the locker room during one class period, given a 6 period day.

STUDENT OPTION 1 OPTION 2 OPTIONS COUNT Storage Dressing Box Dressing Combination 40 240 40 240 40 240

80 480 80 480 80 480 120 720 120 720 120 720 Benches Provide benches to accommodate students while dressing. Maintain 30 inch minimum clear

to lockers and additional space at accessible lockers. Consider layout of lockers and benches to accommodate group meetings. Consider integrated bench and locker pedestal design with bench height in range of 16" – 18".


Provide a minimum of 12 linear feet of magnetic whiteboard and 8 linear feet of tackboard of various locations in locker room. Ideally a minimum of 8 linear feet of whiteboard would be provided at the group meeting area. Locate the bottom of all whiteboards and tackboards 30 inches from the finish floor. All boards shall be 4 feet in height.


School to determine during design whether TV electrical and cable outlet shall be located on wall near a TV/VCR mounting bracket, or at a location for use with a TV/VCR on cart. Locate bracket away from circulation paths.

Built-ins for PE Office (Typical for Boys and Girls) Instructional Surfaces

Provide a minimum of 4 linear feet each of magnetic whiteboard and tackboard. All boards shall be 4 feet in height.

Built-in Furniture for Laundry Room Counter with Base Cabinets

Provide 6 linear feet of counter with base and overhead cabinets. Similar to Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets (without sink, laundry tray provided). Option of providing a table in lieu of a portion of the counter shall be determined during design.

Washer Commercial grade, automatic 30 pound capacity, 1/2 HP motor, 208-240V, 1-3 phase, front loader.

Dryer Commercial grade, 30-50 pound capacity, 1/2 HP motor, 120V, 8.4 amps, 130,000 BTUs gas.



Built-ins for First Aid Room

Counter and Sink

Provide 6 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets.

Built-ins for Fitness Room Built-in items shall be determined in design phase based on program focus (i.e. fitness

center or aerobic/dance studio). 371.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Physical Education





Provided By:

PE Office L W H CFCI SFSI Description / Comments: 1 Desk with L–Return

(24 x 48) 66” 30” 30” C Verify location of printer on

L-Return 1 Chair – swivel C 1 4 drawer Legal File

Cabinet with lock. 18” 28” 52” C

1 Bookcase 48” 16" 42" X See Typical Millwork Details, Detail 3 – Typical Bookcase For Secondary Schools

2 Chair – Side 18" P Towel Supply/Storage

Room L W H CFCI SFSI Description / Comments:

1 Table with metal legs 60” 30” adj. P 1 Chair – side P 3 Heavy Duty Shelving Unit 36" 18" 72" X Adjustable First Aid Room L W H CFCI SFSI Description / Comments:

1 Recovery Couch P 2 Chairs – Side, no arms 18" P



Floor: Resilient tile or finished concrete: • PE Offices • First Aid Room • Fitness Room (verify flooring type during design)

Finished concrete • Storage Room



Finished non-slip concrete sloped to drain • Locker Rooms • Laundry Room

Ceramic tile sloped to drains • Showers/Drying Areas • Toilet Rooms

Base: Rubber/vinyl

• PE Offices • First Aid Room • Fitness Room • Laundry Room

Walls: Ceramic tile wainscot

• Toilet Rooms/Drying Areas • Shower (full height)

Painted gypsum board or painted CMU

• Locker Rooms • PE Offices • First Aid Room • Storage • Laundry

Ceiling: Moisture resistant gypsum board at 12’-0” minimum height or exposed

structure (if acoustic levels and necessary security can be achieved)

b. Fenestration:



Maximize security protection measures (i.e. minimize glass lite size; include window stops, security screens on jalousies.)

c. Other Considerations: Privacy and visual control of locker rooms need to be addressed

with door and window design. 371.7 Utility and Room Data Information

a. Acoustics: 1. Room (Classroom Spaces) shall meet a background ambient noise level of 40 to 45

DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. Locker Rooms are normally 45 to 55 DBA.






b. Air Conditioning and Ventilation: 1. Shower rooms shall be mechanically ventilated by exhausting the area. 2. Locker rooms shall be ventilated in accordance with the Building Code if naturally

ventilated or DOH requirements if mechanically ventilated. 3. Provide dryer exhaust duct and wall cap. 4. See Mechanical Design Criteria for additional requirements.

c. Plumbing:

1. Locate water piping above the ceiling where feasible to allow less costly repair and alteration in the future. Shutoff valves located above gypsum board or other non-removable tile ceilings shall be provided with access panels.

2. Provide hot water return system or equivalent to maintain hot water temperatures at the fixtures furthest from the heater.

3. Provide mixing valve station to temper hot water for showers and other fixtures in the building.

4. Provide laundry tray with hot and cold water in Laundry Room. 5. See Mechanical Design Criteria for additional requirements.

d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks and above backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

two computer stations on one 20 amp branch circuit. 4. Provide one electrical and data connection to accommodate future LCD projector.

Location to be determined during design (at PE Classrooms) 5. One duplex outlet near the T.V. mounting bracket in the PE Classroom. 6. Provide battery powered quartz wall clock. 7. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: 1. Two way intercom in classroom. P.A. system to include a speaker above the main


2. One outlet for closed-circuit TV in PE classroom and locker/shower group area. Location to be determined during design.

3. Provide permanent data cabling connections at each permanent computer station (6), including conduit and wiring, and one for the teacher. Provide a telephone jack for the teacher.


Items to consider during design: a. Provide appropriate attention to facility orientation for maximum cross-ventilation. b. Address humidity and moisture of showers in the building design.



c. Layout of locker rooms to focus on safety, visual control, and privacy. d. Locate facility to accommodate two classrooms (may be future) for PE. e. Consider integrated locker pedestal and bench (16" – 18" height) dsign to maximize space

and facilitate cleaning (arrangement facilitates shooting of floor with hose). Locker area and laundry areas to be sloped to drains.

f. Give attention to sloped floor/drain design to contain and channel water appropriately.

END OF SECTION 371


Athletic Lockers and Showers Section 372-1

Section 372 – ATHLETIC LOCKERS AND SHOWERS 372.1 Area

Athletic Locker/Shower – Girls 3,150 SF Athletic Locker/Shower – Boys 3,150 SF Common Area 3,750 SF


See Section 372 for Physical Education program description and philosophy. 372.3 Space Description

Each High School campus shall be provided with one Athletic Locker/Shower Facility, within which shall include a boys and girls locker/shower facilities, coaches offices, equipment storage rooms, towel storage, laundry, trainer’s room and weight training room.

372.4 Built-ins:

Verify if the washer/dryer need to be secured to the floor and have an emergency cutoff device. a. School needs to provide the details/guidance for the various locker design options. b. Sink w/counter and lockable overhead and base cabinets for the first aid room. Provide

hot water. c. Heater room – include means of providing hot water for showers. Consider energy

efficiency and cost effectiveness in the design.


Built-In Furniture for the Athletic Locker/Shower Building

Men and Women’s Locker Area

Lockers 80 to 100, 24" x 24" x 30" lockers to be secured with padlocks. Bench design: Consider integrated bench and locker pedestal design or provide fixed wood benches 15” high and 30” from locker face. Locker arrangement to provide open area for team discussion. Select locker design to maximize ventilation. *Verify number and size of lockers required with school during the design. Target number of lockers is 80 each for the visitor, junior varsity, and varsity areas.

Instructional Surface Maximize whiteboard and tackboard space along available walls.

Shower Area for both Men and Women

Showers 3’ x 3’ shower stall with soap rack, curtain rod and drying bench. 4 – 12” x 12” x 60” metal lockers. 40 students – 2 stalls, 80 students – 4 stalls, 120 students – 6 stalls. Provide one ADA compliant shower stall in each shower area.

Toweling Room

Shelving 12” shelving 66” off floor with clothes hooks attached to underside 18” on center.



Built-In Furniture for the Athletic Locker/Shower Building (Cont'd) Equipment Storage

Service Counter 4’ long service counter with open shelving below.

Cabinets One equipment uniform storage cabinet, without doors, with overall interior dimensions of 2’D x 7”H x 25’L. Divide interior of space as follows: Top two shelves to be divided into 12” wide cubicles. Bottom two shelves to be divided into 60” wide bins. One equipment storage cabinet without doors, with overall interior dimensions of 2’ x 7’ x 26’L. Divide interior space as follows: Install 4, 24” deep shelves with 18” clear vertical spacing. Divide each shelf levels into 5 equal bins.

Trainer’s Room

Cabinet Provide 6’ long base cabinet with sink, and hot and cold water lines.

Laundry Room

Cabinet Provide 6’ long base cabinet with sink, and hot and cold water lines.

Washer Commercial grade, automatic, 30 lb. Capacity, 1/2 hp motor, 208-240v, 1-3 ph, front loader.

Dryer Commercial grade, 30 – 50 lbs. Capacity, 1/2 hp motor, 120v, 8.4 amps, 130,000 BTU, gas or electric

Custodial-Heater Room

Shelving 12” shelving

Furniture & Equipment for Athletic Lockers and Showers





Provided By:

Classroom: L W H CFCI SFSI Description / Comments: 1 Teacher’s Desk – single

pedestal 60” 36” 30” C

1 Chair adj. C 1 4 drawer Legal file cabinet

with lock. 18” 28” 52” C

14 Double Student Desk adj. P With 2 book boxes below 4 Bookcases on casters 36” 12” 42” P 6 Student Computer Chair adj. P On casters 6 Student Computer

workstation 36” 30” 30” P May consider built-in

counter in lieu of furniture 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track

Schools



Furniture & Equipment for Athletic Lockers and Showers (Cont'd)





Provided By:

Office: L W H CFCI SFSI Description / Comments: 1 Teacher’s Desk – single

pedestal 60” 36” 30” C

1 Chair - swivel C 1 4 drawer Legal file cabinet

with lock. 18” 28” 52” C

1 Table w/ metal legs 48” 24” adj. C 3 Chair - side C Towel Supply Room: L W H CFCI SFSI Description / Comments:

1 Table w/ metal legs 60” 30” adj. C 1 Chair – side C



Floor: Resilient tile or finished concrete:

Varsity and Junior Varsity • Coach’s Office • Coach's Locker-Shower-Toilet • Weight Training Room Glazed non-slip tile with 7’ high wainscot • Toweling Room – slope to drain • Locker Room Toilet – slope to drain • Shower Room – slope to drain • Trainer’s Room with drain and 4” high tiled curb surrounding the

whirlpool bath area. All other surrounding floors shall be resilient tile or finished concrete.

Finished Concrete: • Locker Room • Equipment Storage Room • Heavy Equipment Storage Room • Laundry Room – slope floor to drain

Base: Rubber and ceramic tile Walls: Painted Gypsum Board or Painted CMU



Ceiling: Gypsum board at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved) with moisture resistant finish.

12’-0” minimum clear height at locker rooms. Provide 3/4-inch round

equipment drying pipe rods suspended horizontally from ceiling at 7 foot height directly over the locker benches. 12 foot minimum height at Equipment Storage Room, Toweling Room, Laundry Room, and Weight Training Room. Exposed ceiling construction at Equipment Storage Room. Ceiling design needs to accommodate security needs.

b. Fenestration:


solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Operable windows shall be set with sill height at or above top of lockers. Provide an entry door situated for easy access from outdoor facilities. Provide 6’ double leaf exterior doors leading directly to outdoor areas at the Custodial Heater Room, Laundry Room, and Heavy Equipment Storage Room.

372.7 Utility and Room Data Information

a. Acoustics: 1. Room (Classroom Spaces) shall meet a background ambient noise levels of 40 to 45



3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90-90.




c. Plumbing:







d. Electrical: 1. Provide a minimum of two (2) 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks and above backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

two computer stations on one – 20 amp branch circuit. 4. Provide one electrical and data connection to accommodate future LCD projector.

Location to be determined during design (at PE Classrooms) 5. One duplex outlet near the T.V. mount at the PE Classroom. 6. Provide battery powered quartz wall clock. 7. See Electrical Design Criteria for additional requirements.

f. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching. 2. See Electrical Design Criteria for additional requirements.

g. Multi-Media/Communications:



(6) – conduit and wiring and (1) for the teacher. Provide a telephone jack for the teacher.


Items to consider during design: a. Provide appropriate attention to facility orientation for maximum cross-ventilation. b. Address humidity and moisture of showers in the building design. c. Layout of locker rooms to focus on safety, visual control, and privacy. d. Locate facility to accommodate two classrooms (may be future) for PE. e. Consider integrated locker pedestal and bench (16" – 18" height) dsign to maximize space

and facilitate cleaning (arrangement facilitates shooting of floor with hose). Locker area and laundry areas to be sloped to drains.

f. Give attention to sloped floor/drain design to contain and channel water appropriately. g. Consider design of "home" side locker area to be separated into a junior varsity (JV) and

varsity sections, each with 80 lockers each. Sports will rotate use to accommodate gender issues requiring JV and varsity sports.

h. Design each gang restroom area to accommodate boys and girls to provide flexibility and

meet genera issues.

END OF SECTION 372


Gymnasium Section 373-1

Section 373 - GYMNASIUM 373.1 Area 20,280 SF*

Lobby and Support Rooms 3,210 SF Main Floor 12,540 SF* Wrestling Room 1,890 SF Boy’s JV and Varsity Facilities 1,320 SF Girl’s JV and Varsity Facilities 1,320 SF *Main Floor area based on Design Enrollment of 1,000; area varies with changes in DE. See latest High School Facilities Assessment and Development Schedule (FADS) for complete listing of support room areas and any updates or changes to Gymnasium areas. Verify audience seating capacity with DOE during initial design.


The high school gymnasium must meet the needs of both the physical education program and the interscholastic athletic program along with consideration for multiple use by other school programs and community groups.


The gymnasium should be planned for the instruction of classes, intramurals, and interscholastic athletics with spectator seating. Sports to be accommodated include, but are not limited to: basketball, volleyball, judo, and wrestling. The many spaces inside the gymnasium include:

Lobby with ticket booth, public restrooms, concession stand, Athletic Director’s Office with restroom, shower, and adjacent Conference Room Main Floor with direct access to storage rooms and locker facilities JV and Varsity Locker/Shower Rooms for Boys and Girls

373.4 Built-Ins

Built-In Furniture for the Gymnasium

Main Floor

Synthetic or Wood Flooring

Provide official basketball court area (50’ x 94’) and 3 inch wide strip around four sides of court. Balance main floor shall be concrete finish. When folding bleachers are folded against wall, the open floor area shall provide:

a. One official basketball court on synthetic or wood flooring with permanently color coded 2” wide solid court outline.

b. Two official volleyball courts, superimposed at right angles over official basketball court with permanently color coded 2” wide solid court outline. Extend wood/synthetic flooring under movable bleachers to accommodate the two official courts.

c. Two unofficial basketball courts, right angle to official court, with permanently color coded 1” wide solid line guide marks indicating corners and mid-courts points only.

d. Three unofficial volleyball courts, right angle to official court, with permanently color coded 1” wide sold line guide marks indicating corners and mid-court points only.

e. Six badminton courts, right angle to official basketball courts, with permanently color coded 1” wide solid line guide marks, indicating corners and mid-courts only.



f. Verify need for Provide two shuffleboard courts under each bank of bleachers (bleachers may be on one or two sides of main floor) with permanently color coded 1” wide solid line court outline.

Bleachers Folding bleachers shall be firmly anchored to the wall. Basketball backboard frame shall be attached to structural beams at ceiling for motorized lifting. Provide attachment provisions at ceiling for rope climbing, flying, still and traveling rings. Provide all necessary floor and wall accessories for all sports listed for main gym floor. Basketball scoreboards, one on each end wall.

Lobby Area

Trophy Case Provide trophy case with glass sliding door with lock and adjustable shelves.

Office

Service Counter 6’ long facing Lobby with storage cabinets below

P.E. Equipment Room:

Shelving 18” deep shelving along longitudinal walls.

Concession

Cabinets 2’ deep by 8’ long sales counter with open shelving below. Provide base cabinets with sink unit and wall cabinets above one wall.

1 Work Table 3’ x 6’ metal.

2 Storage Cabinet 2’ x 4’ x 7’

Ticket Office

Cabinet 5’ long ticket counter with knee space and two drawers.

Janitor Closet

Shelving Maximize 12” deep shelving. Provide a mop rack.

Shower Rooms

Shelving Continuous wall mounted 12” deep shelving, 66” off floor with 15 clothes hooks mounted on underside of shelf.

Custodial-Heater Room

Shelving 12” shelving

Locker Rooms

Lockers Provide in each locker room – 30, 12” x 12” x 60” lockers on 4” concrete base. Provide fixed wood benches 30” from locker face.

1 Towel Storage Cabinet

Provide in each of the locker rooms – varsity and junior varsity – 2’ x 4’ x 7’

Wrestling Room

Instructional Surface Provide a minimum of 16 lf of magnetic whiteboard at the main instructional wall. Provide an additional 8 to 12 lf of whiteboard elsewhere in classroom. All whiteboards should be magnetic. The main instructional whiteboard may be a horizontal sliding type. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30” from the finish floor. All boards to be 4 feet in height.




Furniture & Equipment for Gymnasium





Provided By: Office (Lobby Area): L W H CFCI SFSI Description / Comments:

1 Teacher’s Desk – single pedestal

60” 36” 30” C

1 Chair – Swivel type C 1 4 drawer Legal file cabinet

with lock. 18” 28” 52” C

3 Side chairs with arm rest P Main Floor: L W H CFCI SFSI Description / Comments:

1 Portable electric bleacher mover.

x Bleacher design needs to reflect range in seating capacity and ease of operation.

1 PA control box (amplifier) x 1 PA microphone x 1 Scoreboard control box x Concession Booth (Lobby

Area): L W H CFCI SFSI Description / Comments:

1 Work table 36" 72" adj. x Ticket Booth

(Lobby Area): L W H CFCI SFSI Description / Comments:

2 High stools with backrest x * Towel storage cabinets 24" 48" 84" x *1 in each locker room

area. 373.6 Room Finish Information:


Floor: Resilient tile or finished concrete • Office • PE Equipment Room • Lobby • Concession Booth • Ticket Booth • Wrestling Room



Finished Concrete: • Janitor Closet • Electrical - Heater Room • Sloped to drain with 4” concrete locker base at locker rooms • General Storage Room • Hallways

Glazed non-skid tile:

• Locker Room Toilets – sloped to drains • Locker Room – Drying, and Shower Rooms – sloped to drains Synthetic or Wood Floor at Main Gym Floor • Provide concrete floor ring around synthetic/wood floor area

Base: None Walls: CMU, partially open Ceiling: Exposed Construction:

• Janitor’s Closet • Electrical – Heater Rooms Gypsum Board with moisture resistant finish, 12 foot minimum height at locker room areas. Main Floor: Minimum clear height of 24 feet over playing area with durable acoustical qualities capable of withstanding impact caused by sporting events.

b. Fenestration:


solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security. General Storage Rooms: Provide 6’ double leaf exterior metal doors.


Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Ticket Office: Provide clear glass above counter. Concession: Provide operable pass-through window over 8’ long sales counter facing lobby.


a. Acoustics: 1. Room (Classroom Spaces) shall meet a background ambient noise levels of 40 to 45



3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90-90.






c. Plumbing:




4. Public Toilets: Men: Provide 4 water closets, 4 urinals and 4 lavs. Women: Provide 6 water closets and 4 lavs. Typical, provide hose bibb below lavatory.

5. Shower Room: Provide 5 shower units with built-in soap racks and floor drains in each shower area.

6. See Mechanical Design Criteria for additional requirements. d. Electrical:

1. Provide a minimum of two (2) 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks and above backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

two computer stations on one – 20 amp branch circuit. 4. Provide one electrical and data connection to accommodate future LCD projector.

Location to be determined during design (at PE Classrooms) 5. One duplex outlet near the T.V. mount at the PE Classroom. 6. Provide battery powered quartz wall clock. 7. Main Floor: Provide custodial outlets 50’ on center along perimeter wall. Provide two

duplex outlets near portable stage. Provide duplex outlets at amplifier stations. Provide circuit to basketball scoreboards with controls at official able. Provide appropriate circuitry and key operated switching controls for each manual-motorized basketball backboard hoist.


e. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching. 2. Light fixtures at main gym floor shall be installed with protective guards and electric

control panel near gymnasium office. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications:



(6) – conduit and wiring and (1) for the teacher. Provide a telephone jack for the teacher.





a. Consider separate exterior entry to Public Restrooms if gym is located on campus near other outdoor athletic facilities (i.e. track & field, outdoor courts). This would allow flexibility in use.

b. Attention to thermal comfort is a major design factor. c. Orient gymnasium to efficiently maximize natural ventilation. d. Design gymnasium to provide maximum cross-ventilation at the court floor level. Consider

use of operable or fixed louvers, grilled openings, etc. with modified bleacher design to maximize cross-ventilation at floor level.

e. Attention to design to promote hot air to rise and escape.

END OF SECTION 373


Outdoor PE/Athletic Facilities Section 374-1

Section 374 - OUTDOOR PE/ATHLETIC FACILITIES 374.1 Area

See latest High School Facilities Assessment and Development Schedule (FADS) for SF guidelines of various components. Components to include outdoor facilities and support facilities. Outdoor facilities include:

Grassed Playfield Four Tennis Courts Two Paved Playcourts (or One Paved and One Covered Playcourt to be considered for specific site/phasing considerations) Baseball Field Softball Field Track and Football/Soccer Field Practice Field Swimming Pool

Support facilities include: Bleachers Ticket Booth Broadcast Booth Concession Public Restrooms Storage Announcer's Booth Headhouse (with Pool)

374.2 Program Description and Philosophy:

Interscholastic Athletics Program Description: Interscholastic Athletics is a voluntary program and referes to all athletic activities in which teams from two or more schools participate in competitive games involving physical activity, rules of play, and a system of scoring. The athletics program has a number of objectives, based on benefits derived by the individual participant, the school and the community. a. To provide opportunities for and to involve all eligible and qualified students in athletic

activities. b. To insure their safety and satisfaction in participation. c. To develop individual participant’s benefits of: good health, ideals of hygienic living and

skills development; mental alertness, initiative, and resourcefulness; discipline, self-control, responsibility, dependability, decisiveness, and courage; good sportsmanship, fairness, courtesy; cooperation, loyalty, self-sacrifice, public spirit, good citizenship; and opportunities to meet and make friends with people from other schools and communities.

d. To develop wholesome school spirit, loyalty, enthusiasm, and pride, improve discipline,

favorably influence scholarship standards through eligibility requirements; promote good spirit between teachers and pupils.



e. Create community interest in schools, good will and good feeling among different schools and communities.

Activities: The major sports with active participation yearly include: baseball, basketball, bowling canoeing, cross country, football, golf, judo, riflery, soft-tennis, swimming and diving, track and field, tennis, volleyball and wrestling.

Discernible Trends: Interscholastic athletics for both boys and girls is expanding in popularity and in accordance with Title IX of the Federal laws, equivalent facilities and opportunities for participation must be made available for both girls and boys. Each year more sports are added, the number of spectators and participants has also increased. Thus game rules and regulations have changed and probably will continue to change to insure the safety and enjoyment of both participants and spectators – artificial turfs, widening of football goal posts, basketball free-throw lines, and track lanes etc.

374.3 Space Description (Facility Requirements):

If the Interscholastic Athletics Program is to be an educational asset, certain minimum requirements are essential. Official standards for outdoor and indoor sports facilities must be followed: dressing, shower, equipment, and storage rooms – separate for boys and girls are necessary and provisions must be made for spectator accommodations. Sufficient facilities are one of the primary factors in determining the administrative feasibility for any sport which might be included in the program. Inadequate facilities restrict the potential on any athletic activity. Limited space cannot accommodate large number of athletes, thus restricting and affecting performance in sports.

Outdoor Areas: In areas where open space becomes less available, consideration must be given to multiple use these lands and every measure taken to utilize them in the best possible and most efficient manner. It is generally agreed that grassed fields provide the best surface for the usual outdoor games. Artificial turfs or all weather turfs, initially are costly. However, amortized over a period of years, maintenance becomes less than for grassed fields.

a. Football: Every high school with football teams should have a field available for practice on

campus or near the school within the community. The selection of a site for the football field should include these factors: orientation of the filed, drainage, grading and surfacing, provisions for spectator seating, parking, lights for night games and possible future expansion.

High school football fields will be placed within track ovals to conserve space. The

approximate area should be 160,000 square feet (including bleacher areas and track oval). It is not always possible to orient the football field according to accepted standards because of topography and general slope of the available area. However, every effort should be made to give first consideration to the participants. This consideration indicates that the long axis of the filed should be in a north-south direction so that the late afternoon sun rays will fall at approximately right angles to the long axis of the field. Where strong winds are prevalent, due consideration should be given to local conditions.

For surface drainage of football fields, the crown of the field is established down the center

of its long axis, about 12 to 14 inches above the sidelines. Surface water will then drain toward both sides of the field to be carried away by series of catch basins. Where football fields are located inside the track oval, subsoil drains for both the football field and track should be connected. Where soil is not porous, the football field may require subsoil



drainage. Consult the experts on this matter. Provide hand holes near team bench areas for field telephones and connect to broadcast booth and P.A. microphone circuit from home team hand hole to broadcast booth.

Provide 4 to t high chain link fence enclosure with appropriate number and location of

gates for efficient traffic flow around field. Portable bleachers will provide the basic spectator seating capability. Permanent stands

may be considered, depending on site conditions and availability of funds. Bleacher placement to provide optimum viewing results for football, soccer and track events. Maximum seating capacity will be 5,000 unless DOE deems otherwise.

b. Baseball: Baseball field should be separate from and outside the football field and track

and oval. Full baseball facilities shall be provided where land is available. Orientation of the field is based on the protection of players in the more hazardous

positions. These players are the batter, catcher, and pitcher. A line drawn through these positions is therefore used as the axis for orienting the field. This axis is placed at approximately right angle to the late afternoon sun rays. (This places home plate in a general north-by-east or south-by-west location at one end of the axis.) Baseball field should be located away from the activities for small children. It should not overlap the football or track areas.

The outfield fence is generally placed approximately 300 feet to 320 feet from home plate

down each foul line. The fence is straightaway centerfield is usually 350 feet to 400 feet from the home plate.

It is important that a large frame backstop is installed for all high school baseball. It

requires sturdy wire netting, stationed 60 feet. (depends on availability of space) behind the home plate. This backstop should be a minimum of 20 feet in height to help keep the ball in the field of play. Three feet from the extremity of the backstop, there should be a 4 feet high fence 60 feet from the foul line extending 10 ft. beyond the first and third base. Where it is necessary to put the backstop, a great deal less than 60 feet behind home plate, a hood which slopes 45 degrees toward the field should be installed. The pitcher’s mound should be largely of clay and is, by rule, required to be 10 inches above base line level. Fixed hollow posts or sleeves should be driven or embedded beneath baseline ground level to secure bases.

Provide attention to control of foul balls during design. Consider including netting above

home plate and extending to first and third base for ball containment. Provide attention to the design of the backstop, dugouts, and walkways to eliminate extension into playing field.

The surface drainage of the baseball diamond is accomplished by sloping the infield grade

down from the pitcher’s mound toward all base line. Official rules permit a slop of 10 inches from the pitcher’s box to base line. Home plate and the base lines must be level. In the outfields, finished grading should slope away from center field toward right and left fields. This grade may approximate 1 per cent or a drop of 1 foot to each 1000 linear feet.

c. Softball: Implement concepts similar to baseball but sized to official softball standards. d. Track and Field: A 400 meter track is standard. An attempt should be made to include

one straightaway to accommodate the 180 yards low hurdles. Lanes should have a minimum width of 42 inches and a maximum of 48 inches. Surface drainage of the track is accomplished best by having the top surface of the track elevated 12 inches above its surrounding area. Outlets, or “weep-holes” in the curbing, space at approximately 15 feet, permit the runoff of surface water.



Artificial track surface is highly recommended but cost factor must be considered.

Standard tracks are usually built in three layers: 1) the rough fill, 6 to 10 inches thick, consisting of crushed rock or heavy course cinders leveled and rolled to grade, 2) the middle layer, 4 to 10 inches thick, consisting of straight-run cinders of rather course grade but with heavy clinkers, leveled and rolled to grade, and 3) the top layer, approximately 2 inches thick, composed of a mixture of front-end or crushed cinders with clay or loan as binders. The cinders for the top dressing should be screened through a ¼ inch mesh. The depth of the total fill required varies from 10 to 30 inches, depending largely upon the porosity of the soil and the surface structure (blue rock area).

Inclination shall be limited to 1:100 laterally and 1:1000 in the longitudinal direction. All

track turns should be banked sloping down from the outside curb down to the inside curb. This slope is restricted by the inclination rule of 1:100.

A solid curb with rounded corners 2 inches above track level shall mark the inner edge of

the track. Concrete curbs 4 inches wide at the top and 6 to 8 inches wide at the base are recommended for both the inside and outside curb. Design may vary on all-weather track design.

The running surface for the pole vault, high jump, long and triple jump should be

constructed with artificial surfaces. The discuss and short-put rings should have a concrete surface. The landing pits for the high jump and pole vault should be portable and placed on a level surface. The landing pits for the triple and long jump landing pits shall be filled with sand. Accommodation for covering when not in use shall be considered.

e. Swimming: Recommended specifications for high school pools should be 25 yards plus 1

inch long measured from the inside walls or from the inside tile walls and at least 60 feet wide. Swimming lane dimensions (width) should be:

Lanes # 1 & 8 = 9’-0” Lanes # 2 - 7 = 7’-0”

Water depth shall be a minimum of 3 feet inches in the shallow end to 12 feet in the deep

end. Approximately 60 percent of the pool should range in depth from 3 feet six inches to 5 feet 6 inches with the slop of the pool not exceeding one foot for each 15 feet of distance.

End-walls shall be vertical up to a height of approximately 3 feet inches below the overflow

level of the water, with no protrusions of inlets below the surface water. It is recommended end-walls be finished with non-slip surface. All ladders, steps or stairs shall be recessed into side-walls or easily removable for competition. For high school pools, diving facility should be centered at the deep end of the pool with one-meter board.

Bleacher stands to accommodate 700 spectators. Provide minimum 6 feet high fence with

gates to enclose swimming pool area. Flood light poles should be situated behind both bleacher sections to saturate entire pool surface with appropriate level of illumination. Bleacher capacity to be verified during design.

A building structure containing the following shall be situated at one end of the swimming

pool: Instructor’s office, boy’s locker room (omit locker facilities if P.E. locker/shower building is in close proximity to swimming pool), boy’s shower area, boy’s P.E./Public Toilet, girl’s locker room (omit locker facilities if P.E. locker/shower building is in close proximity to swimming pool), girl’s shower area, girl’s P.E./Public Toilet, storage room, janitor’s closet, mechanical equipment room, and chlorine room.



374.4 Built-Ins

Built-Ins for Physical Education Outdoor Facilities

Football

Scoreboard Install an electric football clock-scoreboard at one end of the field within clear view of all spectators.

Bleachers If funds allow, provide poured in place concrete bleachers for 5,000 spectators if grading results in a natural incline suitable for spectator arrangement. Primary spectator seating provisions will be via portable bleacher sections for most situations.

Ticket Booth

Sales Counter 18” deep counter, 42” high, and 60” long for two stations. 2 – cash drawers 18” x 14” x 6” off-centered from sitting positions.

Broadcast Booth

Counter 20” deep work counter at 30” per station provided as follows: Home team area = 5 stations Broadcasting area = 3 stations

Baseball

Scoreboard Baseball scoreboard situated off official play area Track

80 Hurdles Adjustable high and low hurdles

8 Starting Blocks

Pole Vault 1 set of upright standards

Pole Vault Portable pit

High Jump 1 set of upright standards

High Jump Portable pit

Discus Safety cage

Discus Thrower's pad

Shot-Put Thrower's pad

Swimming Pool

7 Lane Markers with Floats

8 Starting Blocks

Pool Headhouse

Lockers 42 lockers, each 12” x 12” x 60” with fixed wood benches 30” from and parallel to locker face in each of boy’s and girl’s locker rooms.




Furniture & Equipment for Physical Education Outdoor Facilities





Provided By: Broadcast Booth L W H CFCI SFSI Description / Comments:

8 Chairs 18" P Ticket Booth L W H CFCI SFSI Description / Comments:

2 Chairs P Verify height during design Office: L W H CFCI SFSI Description / Comments:

1 Desk 60" 36" C 1 Chair, swivel adj. C 2 Chairs P 1 4 drawer legal file 18” 28” 52” C

374.6 Room Finish Information:


Floor: Resilient tile at Broadcast Booth at football field. Finished Concrete: • Ticket Booth • Janitor’s Closet • Bleacher Area Finished Concrete in Pool Headhouse: • Office • Storage Room • Mechanical Equipment Room • Chlorine Room • Janitor’s Closet Glazed non-skid tile with 7’ high wainscot: • Locker Room Toilets • Locker Room – Drying, and Shower Rooms • Public Toilets Non-slip concrete, sloped to floor drains with 4 inch concrete locker base at locker rooms. Non-porous, non-slip materials at pool deck. Leak-proof deck at movie platform if underside of deck is utilized.

Base: Rubber at resilient tile areas. Walls: CMU, partially open. Wood or CMU at Ticket Booth at football field.



Ceiling: Exposed Construction: • Janitor’s Closet • Electrical/Mechanical/Heater Rooms • Storage Rooms Gypsum Board with moisture resistant finish, 12 foot minimum height at locker room areas.

b. Fenestration:


solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security. General Storage Rooms: Provide 6’ double leaf exterior metal doors.


Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.) Ticket Booth: wire mesh on metal frame above counter height with two 18”W x 12”H hinged ticket windows. Provide removable closure panels over wire mesh facing to close up booth when not in use.

Announcer's Booth: Design of windows and coverings/shutters need to

maximize uninterrupted vision plane. Design may consider use of removable glass panels. After hour security is a major factor in design.


a. Acoustics:

1. Broadcast booth shall be acoustically isolated. 2. See Acoustical Design Criteria for additional requirements.


1. Shower rooms shall be mechanically ventilated by exhausting the area. 2. Locker rooms shall be ventilated in accordance with the Building Code if naturally

ventilated or DOH requirements if mechanically ventilated. 3. See Mechanical Design Criteria for additional requirements

c. Plumbing:

1. Provide accessible drinking fountains at the outdoor playfields – high/low type. Provide drinking fountains near home and visiting team benches.

2. Fields should be irrigated to facilitate maintenance and care of grassing if funding permits. Design of irrigation system should not hamper safe us of playfields.

3. Provide hose bibbs around perimeter of playcourts for cleaning. Possibly coordinate locations with drinking fountains.

Pool Headhouse: 3. Locate water piping above the ceiling where feasible to allow less costly repair and

alteration in the future. Shutoff valves located above gypsum board or other non-removable tile ceilings shall be provided with access panels.





6. Locker Room: Men: 3 showers, 2 water closets, 2 urinals, 2 lavatories. Women: 3 showers, 4 water closets, 2 lavatories. Provide custodial water spigot under one lavatory and provide adequate floor drains.

7. Public Toilets: Men: 7 water closets, 7 lavatories, 8 urinals. Women: 10 water closets, 8 lavatories. Provide custodial water spigot under one lavatory and provide adequate floor drains.

8. See Mechanical Design Criteria for additional requirements. d. Electrical:

1. Provide a minimum of two (2) 120 volt duplex outlets per each wall for general use. 2. Provide duplex outlets at counter tops. 3. Provide two duplex outlets for home team at broadcast booth, situated in

backsplash of counter. Electric scoreboard-clock controls in home team area of booth. 4. Provide duplex outlets for repair and maintenance in mechanical rooms. 5. See Electrical Design Criteria for additional requirements.

e. Lighting:

1. Provide adequate playfield lighting for night games in accordance to the prevailing lighting standards.

2. See Electrical Design Criteria for additional requirements. f. Multi-Media/Communications:

1. Provide public address system with speaking station in broadcast booth and home team bench handhole. Speakers situated for optimum audibility.

2. Provide telephone jack and line from home team bench handhole to booth structure. 3. Provide complete PA system with microphone jack in field handhole (behind home

team bench) and home team counter station with controls in booth. 4. Provide field telephone jack in field handhole, connected to home team area in booth.

Provide telephone outlet in broadcast booth. 5. Provide PA speakers attached to exterior wall of headhouse with controls located in

office at the swimming pool area. 6. Provide telephone outlet adjacent to desk and PA controls in office at swimming pool. 7. See Multi-Media/Communications Design Criteria for additional requirements.



a. Soil to be tested to determine percolation rate, quality and chemistry of the soil. Based on results, soil may need to be amended for appropriate percolation, resiliency, and growth of grass.

b. Grassed fields are to be turned over to the school in a weed free condition after initial

construction or renovation of field project. c. The design shall incorporate proper drainage practices to meet all appropriate

codes/regulations and avoid situations of ponding, extended wetness/muddiness, growth of mold/mildew, and erosion of soil.

d. Attention to the perimeter detailing of the fencing location and edge of the playcourt

surfacing needs to address safety, durability and drainage concerns. e. The design of the covered and outdoor playcourts needs to be coordinated if applicable.



f. The design of the covered playcourt needs to be securable for non-use hours and minimize entry of/nesting areas for birds. Avoid creation of ledges for nesting of birds.

g. After hour security for announcer's booth is a primary design factor. h. Design of athletic and PE outdoor facilities needs to be reviewed in detail with users

(coachers, teachers, athletic director, etc.) for understanding and approval.

END OF SECTION 374

Chapter 4 Sustainable Design Criteria

EDSPECS for High Schools Chapter 4: Sustainable Design Criteria

Sustainable Design Criteria Section 401-1

Chapter 4 – Sustainable Design Criteria (Refer to Appendix 4 “Hawaii High Performance School Guidelines”) Section 401 – Sustainable Design Criteria

The goal of the EDSPECS is to provide the design criteria guidelines for creating effective learning environments/conditions where improved learning can take place for the students and staff of Hawaii. One of the most recent and emerging areas showing positive impact on student learning is in the consideration of sustainability and characteristics of high performance schools in the design, renovation/construction, and operation and maintenance of school facilities. With the incorporation of these elements, the DOE believes we will: • Provide more effective learning environments • Provide healthier school environments • And provide more cost effective environments when viewed from the life-cycle perspective.

Areas for consideration, but are not limited to, include: • Project Planning and Budgeting • Site Design • Natural Ventilation • Daylighting & Windows • Air Conditioning Applicability • Air Conditioning System Type Selection • Air Conditioning System Design Details • Other Mechanical Related Design • Energy-Efficient Building Shell • Lighting & Electrical Systems • Renewable Energy Systems • Water Conservation • Recycling Systems & Waste Management • Transportation • Resource-Efficient Building Products

The DOE acknowledges some of the characteristics will have a higher initial cost, however, from a life-cycle perspective; the facilities will be more cost-effective.

Three areas of special interest for the DOE are: • ways of maximizing natural ventilation to provide comfortable and suitable learning

environments • the use of daylighting to enhance student achievement and minimize use of artificial

lighting • and energy efficient means of air conditioning.

Some of the areas have no cost implication and should typically be included in the design and construction process. Others areas with a cost impacts will require the DOE to utilize various means to determine the level of implementation for these areas.

EDSPECS for High Schools Chapter 4: Sustainable Design Criteria

Sustainable Design Criteria Section 401-2

See the following Appendices for guidance to consider in these areas: Appendix 4 – Hawaii High Performance School Guidelines Appendix 5 - Life Cycle Cost Calculations Appendix 6 - Commissioning for Schools Appendix 7 - High Performance Hawaii Classroom Prototypes

These documents were developed for the use by the DOE through a grant by the Department of Business, Economic Development & Tourism (DBEDT). By approaching the design and construction from a broader perspective, that of high performance schools, more accurate and appropriate funding can be sought and obtained to support the development of improved learning environments over the lifetime of the facilities.

END OF SECTION 401

Chapter 5 Acoustic Design Criteria

EDSPECS for High Schools Chapter 5: Acoustic Design Criteria

Acoustic Criteria Section 501-1

Chapter 5 – Acoustic Design Criteria Section 501 Acoustic Criteria 501.1 General Requirements

All school spaces shall meet a background ambient noise level not to exceed 50 dBA. Libraries and main reading rooms shall meet a background ambient noise level not to exceed 45 dBA. Background ambient noise levels of non-occupied spaces may not adversely affect the acoustic criteria of an adjoining occupied space.

501.2 General Design Recommendations

a. Interior partitions surrounding the classrooms should have a minimum rating of STC 51. An acceptable drywall partition, is shown in ENCLOSURE 1, and should be constructed using 3-5/8 inch metal studs spaced 24 inches on-center, R11 batt insulation, and three layers of 5/8-inch thick gypsum board panels which extend from the floor to the ceiling slabs or roof deck. Exceptions to the STC 51 partitions occur if the classroom adjoins a noisy space, such as a mechanical equipment room. Classroom corridor doors are typically the acoustical weak links, and should be hollow metal or wooden doors with solid mineral cores. If construction costs need to be reduced, the corridor walls which contain doors may be downgraded to STC 47 as shown in ENCLOSURE 2.

b. Hollow-core, 8-inch, dense (44 pounds/sf), CMU has an STC rating of approximately STC

42. The addition of 5/8-inch thick gypsum board attached to 7/8-inch furring channels (spaced 24 inches o.c.) on one side of the CMU is required to meet the STC 51 requirement (see ENCLOSURE 3). Alternately, the hollow cells may be filled with grout or sand to raise the STC rating of the 8-inch CMU wall to STC 48. Because of the excellent low and high frequency performance of the solid-core CMU wall, it should be an acceptable substitute for the drywall partitions shown in ENCLOSURE 1.

c. Notes for Partitions Requiring STC Ratings (Soundwalls):

1. Soundwall (Drywall) Construction: (a) Use 24-inch spacing for drywall studs and furrings. (b) Back all vertical and horizontal gypsum board joints with studs or horizontal

bracing (c) Stagger all vertical and horizontal gypboard joints in multi-layer gypboard

panels. Fill joint cracks in bottom gypboard layer with joint or acoustical sealant compound before attaching second layer of gypboard.

(d) Perimeter and joint cracks should not exceed 3/16-inch. (e) Fill joint cracks with joint compound before taping. (f) Apply 3/8-inch bead of acoustical sealant compound along corner of runners

before installing gypboard. Add second bead of sealant along wall perimeter if perimeter cracks are not filled.

(g) Fill entire wall cavity with insulation where required. (h) The STC ratings of all drywall partitions shown in this section assume that they

are non-load bearing walls, with 24-inch o.c. stud spacing. When load bearing studs are used or when partition height requirements dictate stud spacings less than 24-inches, the CAC ratings will be lower than those shown in the enclosures. In these cases, for load bearing partitions, assemblies should include resilient channels on one side of the partition.



2. Sound Wall (CMU) Construction: (a) Fully mortar all voids and cracks. For thin cracks, especially around perimeter,

use acoustic sealant compound after clearing debris. (b) Inspect CMU walls for cracks prior to applying final finish or furred out wall

panels. (c) Where CMU wall abuts other concrete walls or floor/ceiling slab, tool mortar

joints with trowel to produce a V-shaped cavity. When mortar hardens, fill tooled joint with acoustic sealant.

3. Penetrations Through Soundwalls:

(a) Maintain but minimize clearances to less than 3/8-inch. Use metal sleeves with 1/4-inch to 3/8-inch clearances for round pipe penetrations. Fill cracks of less than 1/4-inch to 3/8-inch with acoustic sealant.

(b) For penetrations of plumbing or A/C duct work with cracks exceeding 3/8-inch but less than 1/2-inch, fill perimeter cracks with low density fiberglass, then finish with acoustic sealant on both sides of wall.

(c) For penetrations of plumbing or A/C ductwork with cracks exceeding 1/2-inch, use semi rigid fiberglass filler, and finish with a single bead of acoustic sealant on both sides of wall. Apply metal, wood or gypboard blocking or metal split collars to reduce the size of the crack to 1/4-inch, and fill crack with a second bead of acoustic sealant. Avoid direct contact of blocking or collar with A/C ductwork or plumbing (see the following resilient duct and pipe penetration details).

(d) Coordinate work with electrical trade. Electrical, telephone, and communi-cation outlet boxes, and electrical switch boxes should be staggered and not installed back-to-back. Seal cracks with acoustic sealant.

ENCLOSURES 4 thru 8 provide recommended construction details and considera-

tions for soundwalls. d. Operable Walls: The operable walls should have a minimum STC 48 rating when tested in

accordance with ASTM E 90. Submittals of Laboratory Test Results of STC rating, manufacturer product and STC certification, and warranties should be submitted by the Contractor. The operable walls should be installed in accordance with the recommendations of ASTM E 557.

Field Tests of panel operation and light leakage should be performed following installation.

e. Suspended acoustical ceilings should be used in the classrooms, private offices, conference

rooms, dining room, and library, with ceiling CAC rating of 35 to 44, and NRC 0.5 to 0.6. Ceiling panels with the highest available CAC rating should be used when mechanical equipment noise sources are located above the suspended ceiling. Glue-on, 12-inch x 12-inch acoustical tile, with NRC 0.5 to 0.6 rating, should be used where suspended gypboard ceilings are required. Alternately, the 12-inch x 12-inch acoustical tiles with T&G edges may be secured to wooden nailers using staples.

f. Interior partitions around conference rooms and executive offices should have a minimum STC

51 rating (ENCLOSURE 1) to allow for a higher-than-normal degree of privacy for these spaces.

g. Partitions separating the other private offices should be similar to the STC 47 partition of

ENCLOSURE 1. If CAC 40 to 44 acoustical ceiling panels are used within the private offices, the partitions above the ceiling may be modified as shown in ENCLOSURE 9. Use of ceiling batts to increase the CAC ratings of suspended ceiling panels should be avoided if possible.



h. Partitions separating critical or noisy spaces should be carried up to the underside of the roof deck. Where CAC 40 to 44 acoustical ceiling panels are used within classrooms, conference rooms, and executive offices, the separating partition sections below the ceiling should be rated at STC 51, but the partition sections above the ceiling may be rated at less than STC 51. Acceptable partition sections above the CAC 40 to 44 ceiling panels are shown in ENCLOSURES 10 and 11.

i. As a minimum, use of the 2-HR, STC 54 partition (ENCLOSURE 12) is recommended around

Mechanical Rooms. If the Mechanical Equipment or ducts turn out to be too noisy during the design phase, as an alternate, these walls should be upgraded to CMU, which is acoustically better than the drywall partition shown in ENCLOSURE 12.

j. Large Learning Spaces and/or Industrial Commons: Because these areas have very large

floor areas, control of reverberation within the area will be required. A design goal of 0.5 second reverberation time could be used. The use of carpeting is recommended to minimize impact noise generation from the movement of furniture and walking, and to control high frequency reverberation. The same acoustical ceiling panels as used in the smaller classrooms (with ceiling STC rating of CAC 35 to 44, and NRC 0.5 to 0.6) may also be used. In addition, the walls of these rooms should be treated with approximately 15 percent coverage of 1-inch thick, acoustical wall panels with minimum NRC 0.78 rating.

k. Air Handler Rooms: Those Mechanical Rooms containing air handlers should have full height

CMU walls as shown in the plans. In addition, the M/E Room walls which adjoin learning spaces should have fully grouted cells. The bare ceilings and walls down to the one foot height line of all Mechanical Rooms should be treated with 3-inch thick acoustical spray-on insulation or semi-rigid insulation boards. The doors of the Mechanical Rooms should be solid, 16 gauge steel doors, with adjustable head, jamb, astragal, and automatic door bottom seals. Sound rated doors may be required in some situations.

l. Special Conditions: In the design of new schools and situations which require the design of

noisy mechanical equipment and mechanical rooms, diesel generators, facilities which include music rooms, auditoriums, multi-purpose assembly rooms, teleconferencing rooms, gymnasiums, and sound or video recording rooms or studios, it is highly recommended that the design consultant utilize a qualified acoustical engineer.



ENCLOSURE 1

TYPE 'B'(STC 51)



(STC 47)

ENCLOSURE 2



ENCLOSURE 3



DUCT PENETRATION DETAIL(NOT TO SCALE)

ENCLOSURE 4



INTERNALLY LINED DUCT PENETRATION DETAIL(NOT TO SCALE)

ENCLOSURE 4B



PIPE PENETRATION DETAIL(NOT TO SCALE)

ENCLOSURE 5



RECOMMENDED MULTIPLE LAYER GYPSUM BOARD ARRANGEMENTSource: ASTM E497

ENCLOSURE 6





PROPERLY SPACED CABINETS

PROPERLY SPACED OUTLETS Source: ASTM E497

ENCLOSURE 8



ENCLOSURE 9



(STC 51)

ENCLOSURE 10



ENCLOSURE 11



(STC 54)

ENCLOSURE 12

Chapter 6 Mechanical Design Criteria

EDSPECS for High Schools Chapter 6: Mechanical Design Criteria

Air Conditioning and Ventilation Systems Section 601-1

Chapter 6 – Mechanical Design Criteria Section 601 – Air Conditioning and Ventilation Systems 601.1 Selection of Air Conditioning System

Selection of the air conditioning system shall be based on a life cycle cost analysis (LCCA). The LCCA shall include the following parameters at minimum: a. A written description of the alternate systems, analysis and the recommended system

including the cooling load calculations, economic analysis, assumptions, advantages and disadvantages of each alternative and requirements.

b. Campus wide air conditioning system shall maintain consistency and uniformity between

the air conditioning systems for the buildings. Specialized areas or areas with 24 hour cooling requirements shall consider dedicated systems if cost effective.

c. Two or more alternative air conditioning systems. d. Cooling load of the building(s) based on an industry standard cooling load computer

program such as the Carrier Hourly Analysis Program or the Trane Trace Program. e. Kilowatts hours per year for the air conditioning system in accordance with normal school

hours of operation. f. Energy efficiency ratio for air conditioning equipment shall be based on values available

from published data of commercially available equipment. g. Construction cost data shall be based on nationally recognized sources such as Means

Cost Data, quotations from suppliers, etc. h. Annual maintenance costs shall be based on the schedule of maintenance to be provided

for the first year after construction and applied for each year. Equipment life shall be based on a nationally recognized source such as ASHRAE.

601.2 Design Conditions Design conditions shall include the following requirements:

a. Outdoor design temperature: based on weather data from a nationally recognized source such as the Carrier or Trane cooling load program, National Weather Bureau, National Oceanic and Atmospheric Agency.

b. Indoor design temperature: 75 degrees F, 60% maximum relative humidity, unless

specified otherwise for a specialized room. c. Outside air requirements: ASHRAE 62 latest edition. (Note: The State of Hawaii

Department of Health is the authority having jurisdiction over air quality and establishes the minimum requirements. The designer should consider later editions of ASHRAE 62 with more stringent requirements than the currently adopted 1981 edition by DOH to provide higher quality indoor air to the occupants.)



The following parameters shall conform to the State of Hawaii Model Energy Code or local Building Code whichever is more energy conservative:

• Roof U-value • Wall U-value • Window shading coefficient • Window to wall ratio

d. Sound levels in classrooms and other specialized rooms (e.g. libraries) with sound criteria

shall be evaluated by a sound consultant. Sound data for all air conditioning and ventilation equipment shall be provided to the sound consultant for the acoustical analysis. Recommendations from the sound consultant shall be utilized in the selection of the materials and equipment for and the design of the air conditioning and ventilation system. Sound criteria will require air conditioning equipment to be physically separated from the classrooms.

601.3 Basis of Design for Air Conditioning System

A written basis of design shall be submitted at each phase of design. The basis of design shall include:

a. A general description of the system including features for part load and other special requirements.

b. Minimum and peak cooling load calculations including detailed air side parameters for the

entire system and each zone. c. Equipment selection including chillers, cooling towers, pumps, air handling units, fans and

other major air conditioning equipment. d. Pipe sizing and pressure drop calculation for chilled water and condenser water systems

used to size the pumps. e. Air side pressure drop calculation to size ducts and fans. f. Correspondence to document decisions and directives from the State that affected the air

conditioning system design. 601.4 Energy Conservation

a. State of Hawaii Model Energy Code or local County energy ordinance provides the minimum equipment efficiencies.

b. Equipment selection shall consider energy efficiency rebates from the local electric utility if

being offered. c. Act 96 requires designing to higher energy efficiencies than code minimum (i.e. LEED

silver, two Green Globes). Level to be set at onset of design. 601.5 Mechanical Ventilation

a. Kitchen Hood Exhaust: 1. Mechanical ventilation shall be designed in accordance with Department of Health

Regulations, Title 11, Chapter 39. 2. Kitchen hood exhaust system for commercial kitchens and classrooms shall be

designed and specified in accordance with DOH Chapter 39 and NFPA 96.



3. Provide an acceptable source of makeup air for the kitchen exhaust fans that meets the requirements of DOH Chapter 39 and prevents excessive negative room pressure.

4. For integral horsepower exhaust fan motors, provide solid state starter with adjustable acceleration to minimize motor "whine" during startup for kitchens that start operation early in the morning and located close to neighboring houses.

5. Hood exhaust fans shall be upblast powered roof ventilators unless impractical to use for the particular school location.

6. Fan controls shall include local, manual pushbuttons or swiches.

b. Toilet Rooms: 1. Mechanical ventilation shall be designed in accordance with DOH Chapter 39. 2. Provide an acceptable source of makeup air for the toilet exhaust fans that meet the

requirements of DOH Chapter 39 and prevent excessive negative room pressure. 3. Transfer conditioned air from adjacent conditioned spaces where practical. Provide

an adequate air flow path without excessive pressure drops and velocities. Maintain fire rating of adjacent corridors if transfer ducts penetrate rated walls.

4. Toilet exhaust systems can only exhaust toilet rooms of the building except janitor's closets can be combined with the toilet exhaust per DOH requirements.

c. Dishwashing Machine Exhaust:

1. Provide dedicated exhaust system to meet requirements of the dishwashing machine. 2. Duct should be stainless steel because of the saturated exhaust air and sloped to a

low point to collect condensate. 3. Low points shall be drained so condensate does not stagnate and cause accelerated

corrosion of the ductwork. 4. Select fans for corrosion resistance.

d. Dust Collectors: 1. Dust collectors for woodworking shops shall be provided to collect sawdust

generated by woodworking operations. 2. Dust collectors shall be designed specifically for wood dust and meet the

requirements of NFPA for explosion and fire hazards. 3. Size of the dust collector shall meet the requirements of the project's woodworking

machines. 4. Design the dust collection system to conform to the recommendations of the

American Conference of Industrial Governmental Hygienists.

e. Kiln Hoods: 1. Provide an exhaust system that meets the requirements of the kilns selected for the

project. 2. A canopy hood with an exhaust fan can be used to exhaust the space above the kiln.

Canopy hoods shall be at least 6-inches larger on each side of the kiln. Fan control shall be local, manual pushbuttons or switches.

3. Provide means of makeup air to prevent excessive negative pressures in the room where the kiln is located.

4. Discharge exhaust gases in area where gases cannot re-enter the occupied areas of the building.

601.6 Air Conditioning and Ventilation System Controls

a. A campus wide air conditioning system shall be provided with a distributed Direct Digital Control (DDC) system. Provide each building with a building control panel that controls and monitors the air conditioning and ventilation system for that building and communicates with the campus wide system (i.e. main panel). The requirements of the system shall conform to the requirements specified in DOE Technical Guide on Direct Digital Control (DDC) system.



b. A modem and a dedicated phone line to access the DDC system shall be provided to communicate with the system from off-site locations by authorized users. Coordinate the location of the phone connection with the electrical consultant, the school officials and the DDC main panel location.

c. Provide a written sequence of operation for the air conditioning system on the drawings

and a points list for the DDC system in the specifications or drawings. d. Incorporation of commissioning validates need for DDC system.

601.7 Other Issues

a. Building Pressurization: Unless otherwise specified, air conditioned spaces shall be balanced for positive pressure in the conditioned rooms. Toilet rooms, kitchen preparation rooms, physical education activity rooms, industrial arts rooms and science classrooms shall be balanced to negative pressure. Toilet exhaust fans that are manually controlled at the light switch will not be continuously running and may cause pressure changes in the conditioned room when not running. Review pressure of the adjacent room with the exhaust fan running and not running. If necessary to maintain pressurization, interlock the exhaust fan with the AHU fan that serves the adjacent zone. Similarly for other intermittent exhaust fan operation (e.g. lab exhaust hoods).

b. Duct Insulation: No internal duct insulation is allowed except if the interior of the ducts is

readily accessible for cleaning. Internal duct insulation is the exception and requires DOE approval. Provide access panels in ducts and ceilings throughout the duct run for cleaning.

c. Ceiling Fans: Specify ceiling fans in accordance with DOE Technical Guide on Ceiling

Fans. Coordinate number of control switches and fan groups with electrical consultant. d. Maintenance of Air Conditioning and Ventilation Systems: The mechanical specifications

shall include at least a one year maintenance service contract to coincide with the one year warranty period of the construction contract for all air conditioning and ventilation systems provided in the project. Refer to DOE Technical Guides for requirements and details.

e. Mechanical Rooms:

1. Provide concrete housekeeping pads for mechanical equipment (e.g. floor mounted AHU's, chillers, pumps with baseplates, etc.) in mechanical rooms.

2. Design indoor chiller rooms in accordance with the recommendations of ASHRAE 15. 3. Mechanical rooms located above the ground floor should include a waterproofing of

the mechanical room slab. f. Access to Concealed Devices:

1. Provide access panels in ceilings and walls where air conditioning and ventilation devices and equipment require access for operation or maintenance. Access panels shall be fire rated to match the rating of the wall and ceiling. Coordinate locations of panels with the architectural drawings.

2. Manual duct dampers located above suspended ceilings without removable tiles shall be provided with access panels or a concealed damper regulator where the damper rod is extended to the ceiling for operation and concealed by a cover plate.

g. Thermostat Controls: Provide thermostat control per classroom and/or by zone for other

facility areas. Verify placement of lockable covers to control use during the design phase. Temperature controls shall utilize set of range points for thermal control.



601.8 References a. Building Code as adopted by the county where the project is located. b. State of Hawaii, Department of Health, Title 11, Chapter 39. c. State of Hawaii, Model Energy Code. d. State of Hawaii, Department of Education Technical Guides. e. American Conference of Governmental Industrial Hygienists (ACGIH), Industrial Ventilation, A Manual of Recommended Practices. f. American Society of Heating, Air Conditioning and Refrigeration Engineers (ASHRAE) Publications. g. Energy Efficiency Ordinance as adopted by the County where the project is location.

END OF SECTION 601


Plumbing Section 602-1

Section 602 - Plumbing 602.1 Plumbing Fixtures

a. Provide student restrooms per floor/per building for student supervision. The number of fixtures shall meet the Department of Health requirements for sanitation.

b. All fixtures shall conform to requirements of the local Plumbing Code. c. Provide accessible fixtures as required by ADAAG. d. Floor mounted water closets shall be used. Where water pressure is adequate, use flush

valve, siphon jet type water closets. e Floor mounted, stall type urinals are recommended. f. Coordinate plumbing rough-in locations and sizes for equipment and fixtures specified by

other consultants. For example, the kitchen equipment and fixtures, lab equipment and fixtures are specified by other consultants. The utilities such as water, waste and vent piping are provided in the plumbing specifications with the rough-in heights to meet the requirements for the equipment and fixtures. The lab sinks are normally specified with the countertops and of the same material.

g. Provide drinking fountains or electric water cooler: An accessible water fountain (with hi/lo

bubblers) per floor/per building for student supervision. Determination of chilled water use and location made during design. Chilled water typically provided for interior and securable locations.

h. Shower valves shall be pressure balanced type with adjustable setpoint and individual

checkstops to allow shutoff of individual shower valves for servicing. If column showers are used for gang shower rooms, shutoff valves shall be provided for the each column shower assembly.

i. Provide access panels in ceilings and walls where plumbing devices require access for

operation or maintenance. Access panels shall be fire rated to match the rating of the wall and ceiling. Coordinate locations of panels with the architectural drawings.

j. DOE Technical Guide for other requirements for fixture selection used in schools.

602.2 Drainage, Waste and Vent Piping

a. Provide trap primers for floor drains that are not commonly used. (Note: Some counties require trap primers for all floor drains. Verify requirement with county building officials where project is located.)

b. Coordinate invert of the building sewer with the site utilities consultant. c. Avoid locating floor cleanouts at low points in the shower and drying rooms.

602.3 Domestic Water

a. Fixture unit table in accordance with locally adopted Plumbing Code or local Board of Water Supply regulations shall be tabulated on the drawings for the entire project.



b. All fixtures, products, materials and equipment used in the potable water system shall contain no lead.

c. Verify with the site utilities consultant that water pressure is supplied to each building is

adequate for proper operation of the plumbing fixtures. Design for a booster pump system if pressure is below the minimum recommended for satisfactory operation of all plumbing fixtures.

d. Hot Water: Estimate hot water load in accordance with local Plumbing Code or ASHRAE

Service Water Heating recommendations. Solar water heating and air conditioning system waste heat recovery systems are encouraged to lower operating costs and shall be analyzed in the basis of design.

e. Provide tempered water mixing valve with adjustable setpoint for showers provided for

students such as in the special education classrooms, student health room, gyms, PE locker room, etc. For large variations in hot water demand, provide two stage mixing valve station for low and high flows.

f. Coordinate backflow preventer devices of domestic water supply with the site utilities

consultant and to meet the local code requirements and regulations. g. If water pressure is higher than maximum recommended at plumbing fixtures, provide

pressure reducing valve station. h. Locate boilers and storage tanks to meet clearance requirements of the Boiler Code.

602.4 Energy Conservation

a. Use low flow fixtures as required by local Plumbing Code except pressure assist, tank type water closets shall not be used.

b. Insulate hot water piping as required by the Energy Code or local County's energy

efficiency ordinance. 602.5 Other Fixtures and Systems

a. Solids Interceptor: Undercounter, factory manufactured, solids interceptor be provided to trap solid particles like clay pieces. Interceptor shall be mounted with adequate clearance to remove the cover and strainer for periodic cleaning. Coordinate location with the architectural cabinet details to provide clearance for maintenance but allow use of the cabinet space. For accessible sinks, locate interceptor in accordance with ADAAG requirements.

b. Grease interceptor: Size of the interceptor and fixtures that are connected to the

interceptor shall be in accordance with the local Plumbing Code or Wastewater Agency requirements whichever is more stringent. Separate grease drain lines from sanitary sewer lines and route the grease drain lines to the interceptor. Provide access for a pumper truck to periodically "pump out" the interceptor. Coordinate vehicle access with other consultants to allow the pumper truck to park within 50 feet of the grease interceptor. If interceptor is located in a vehicle traffic area, interceptor shall be rated to withstand vehicle traffic loads.

c. Food Service Equipment and Fixtures: Coordinate specification of the food service

equipment and fixtures with the food service consultant. Provide water, drainage and gas for each equipment and fixture. Specify booster water heater to meet the requirements of the dishwasher.



d. Hose Bibbs: Provide keyed, for control of use, hose bibbs around perimeter of buildings

for irrigation and cleaning purposes. Provide keyed hose bibbs within interior areas (i.e. student toilets, general utility closets, locker/shower facilities) for cleaning needs.

e. Air compressor shall be located and provided with sound attenuation methods to meet

sound levels for the classroom. Condensate discharged from the oil lubricated type air compressors shall be pretreated prior to discharge to the sanitary sewer.

f. Elevator holding tanks shall be provided in lieu of oil water interceptors for the elevator

shaft sump in accordance with the DOE Technical Memorandum. Minimum holding capacity shall be 100 gallons. If tank is located underground, provide concrete or other corrosion resistant construction. Sump pump shall pump directly to the holding tank. Holding tank will be drained when needed to the sanitary sewer after sampling the liquid in the tank meets the requirements of the County Wastewater Department. Otherwise, the effluent shall be disposed by a contractor certified for removing oil contaminated waste material.

g. Provide concrete housekeeping pads for mechanical equipment (i.e. hot water storage tank,

water heaters, etc.) in mechanical rooms. 602.6 Fuel Gas System

a. Contact local suppliers of fuel gas for the specific job site to determine the service available. b. Coordinate sizing, installation of gas service line and gas equipment, and point of

connection between gas supplier and contractor for project. c. Estimate gas demand for the systems requiring gas. d. Ensure equipment is specified for type of fuel available (i.e. synthetic natural gas or

propane) e. If propane tanks are required, coordinate with supplier the tank sizes available and provide

concrete pad, enclosures, etc. Locate tanks in accordance with the Building Code and regulations. Provide access for a fuel truck to periodically refill the tank.

f. If propane tanks are provided, provide a separate tank for the kitchen from the locker

shower rooms, science classrooms and other gas loads. g. For kitchens with gas appliances and kitchen grease hood, provide a mechanical gas

shutoff valve that is compatible with the automatic suppression system required for the hood.

h. For science classrooms with gas service, provide a master, manual shutoff valve to allow

isolating all gas to the classroom. The valve shall be located in a valve box, recessed into a wall with a locking, hinged cover. The valve shall be located so the valve handle will not allow closing of the cover when the valve is fully open. When the valve is fully closed, the wall cover shall be locked.

i. For science classroom buildings, provide a manual shutoff valve that will isolate fuel gas

from the entire building. The valve shall be capable of being locked or protected from inadvertent shutoff and vandalism but accessible to the fire department in the event of a fire that requires fuel shutoff of the building.



j. Minimize routing of fuel gas lines under the occupied buildings. Fuel gas lines routed under buildings shall meet requirements of the local Plumbing Code.

602.7 Basis of Design for the Plumbing System

a. Fixture selection. b. Equipment selection and sizing. c. Hot water load calculation. d. Hot water generation system selection. e. Cold water system sizing. f. Fuel gas system sizing.

602.8 References

a. Plumbing Code as adopted by the county where the project is located. b. DOE Guide Specifications and Technical Memoranda. c. Local Board of Water Supply Regulations. d. Local Wastewater Regulations. e. Uniform Plumbing Code, International Association of Plumbing and Mechanical Officials. f. American with Disabilities Accessibility Act Guidelines. g. State of Hawaii, Department of Health, Sanitation, Chapter 11, Title 11. h. State of Hawaii, Boiler Code. i. State of Hawaii, Model Energy Code. j. Energy Efficiency Ordinance as adopted by the County where the project is located.

END OF SECTION 602

Chapter 7 Electrical Design Criteria

EDSPECS for High Schools Chapter 7: Electrical Design Criteria

Exterior Electrical Distribution Systems Section 701-1

Chapter 7 – Electrical Design Criteria Section 701 Exterior Electrical Distribution Systems 701.1 Primary Exterior Electrical Distribution System

a. Primary electrical service to be derived from, owned, and maintained by the local power

utility company. Primary metering is not desired for DOE schools. b. Route from interface point along abutting public roadways onto campus via underground

ductlines to pad-mounted service transformer that is to be provided and maintained by the local utility company.

c. Coordinate requirements with local utility company.

701.2 Secondary Exterior Electrical Distribution System

a. Secondary power for new buildings will originate from the local utility company’s new

pad-mounted service transformer located near where loads for the campus are concentrated. The transformers will supply power to the building at 480Y/277 volts, 3 phase, 4 wire, unless load magnitude, economics, and voltage drop considerations allow for use of 208Y/120 volt, 3-phase, 4-wire service supply.

b. Secondary electrical service feeders consisting of copper conductors installed in

concrete encased ductlines will be routed underground from the pad-mounted transformer to main service switchboard and then to distribution panels located in the main electric room of each building on the campus.

c. Secondary distribution system will consist of individual 600 volt conductors, with RHW/USE

insulation, within electrical handholes and concrete encased PVC ductlines. 701.3 Exterior Telecommunications Utility Distribution System

a. Incoming telephone service will be derived from Verizon Hawaii, Inc. (VHI) distribution system located off-site from the school campus.

b. Route new underground ductlines from interface point along abutting public roadways

onto campus for connection to telephone service entrance backboards within the Multi-Media Center.

c. The “on-site” VHI telephone service entrance ductline will consist of two 4-inch, GTS

8342 conduits with muletape routed to the main multimedia signal room. From that interface point, all facilities will be tied together via underground ductline for hook-up by the selected/successful telephone interconnect vendor. (Probably VHI if the State’s HATS contract is used.)

d. Underground ductlines originating from the main multi-media signal room to interconnect

other buildings in campus to consist of 4-inch concrete encased Schedule 40 PVC conduits with pullstring. See Multi-Media Standards for ductline quantities.

e. Selected conduits will be stuffed with four 1 1/4-inch innerducts for fiber optic cabling

segregation. Coordinate with NSSB for identification of conduits requiring this feature.



701.4 Exterior Cable Television Utility Distribution System

a. Cable television (CATV) service will be derived from the local cable utility company. Incoming CATV to be derived from the utility company’s off-site distribution system located along abutting public roadways.

b. Route new underground ductlines from interface point in public roadways onto campus

for connection to CATV service entrance backboard within the Multi-Media Center. c. Campus CATV distribution system will interconnect all buildings on campus. Exterior

CATV system will consist of empty concrete encased ductlines with pullstrings. Refer to Multi-Media Standards for ductline sizes and quantities.

d. For new instructional facilities, Oceanic Time Warner Cable will provide cabling,

equipment, terminations, and jacks to the State for classrooms (not for other types of rooms).

701.5 Exterior Fire Alarm Distribution System

a. A campus-wide fire alarm system is required. System to conform to building codes and ADAAG criteria. All buildings will need to be interconnected to provide a unified alarm signal and annunciation at the Administrative Office.

b. Exterior fire alarm distribution system will consist of a looped, multiplexed Class A circuit,

wet location cables with PVC jackets, in underground handholes and concrete encased ductlines.

c. Exterior cabling will not be allowed to have splices in handholes. Type TC cabling only

for underground installation. 701.6 Exterior Lighting

a. Except where low pressure sodium mandated by local building code, energy efficient high pressure sodium (HPS) luminaires to be provided at exterior doorways for safety, security and general illumination around the entrances/exits. Luminaires to be specified with cutoff photometric characteristics where required to conform to County building code.

b. Pole mounted lights will be provided for illumination of driveways and vehicle parking

areas. Target lighting level will be an average of 0.5 footcandles maintained illumination. c. Exterior lights will be operated by lighting contactors with photoelectric cell and time

switch control. The switching scheme will segregate lighting into night light (all night) and curfew light control groupings. Night lights will be activated solely by photoelectric cell operation and operate from dusk to dawn. Curfew lights will be turned on by photoelectric cell operation, but will be turned off before dawn by a time switch. Curfew lights are to operate during early evening hours when the campus might still be occupied by teachers and administrative personnel or of the general public for sporting events, night school, open house, public forums, auditorium events, etc., to facilitate circulation within and between buildings.



701.7 Grounding Systems a. All exterior luminaire poles will be grounded and bonded. b. A grounding system consisting of a ground bus tied to the building service ground will be

provided in control rooms and equipment rooms.

END OF SECTION 701


Interior Electrical Distribution Systems Section 702-1

Section 702 Interior Electrical Distribution Systems 702.1 Interior Wiring Systems

a. Secondary power distribution will be at 480Y/277 volts, 3 phase, 4 wire, 60 Hertz. Step-down dry-type transformers will be utilized to provide 208Y/120 volts, 3 phase, 4 wire, 60 Hertz power where necessary.

b. All equipment racks and receptacles supporting electronic signalling systems in the Main

Signal Room (Media Control) to be energized from dry-type transformers and “technical power” panels dedicated to these loads. This load segregation from other 120/208 volt loads is intended to help isolate head-end electronic equipment from general usage loads.

c. Electrical wiring systems will consist of insulated copper conductors in raceways.

Raceways will consist of galvanized rigid steel or intermediate metal conduit for all exposed work. EMT will be permitted above grade slab where cast into concrete and within concealed ceiling spaces. PVC conduit will be utilized underground and within ground floor slab only.

d. Electrical equipment enclosures will be NEMA Type 1 for interior locations and NEMA

Type 3R for exterior or damp interior locations. Specialty enclosures will be provided where applicable.

702.2 Switchboards, Distribution and Branch Circuit Panelboards

a. Switchboards, distribution and branch circuit panelboards to be equipped with copper

bussing. b. The distribution and branch circuit panelboards will be equipped with bolt-on, molded-

case circuit breakers. Spare breakers and provisions for breakers will be provided to accommodate future power needs.

c. All switchboards and panelboards will be equipped with separate ground busses.

Isolated ground busses will be provided where required. d. Fully rated circuit breaker compliments preferred. Utilize series rated product only if

significant cost savings achievable. e. Main switchboard to include a circuit breaker and feeder to an exterior mounted junction

box with terminal lugs for connecting a portable emergency generator. The generator connection circuit breaker is to be key-interlocked with the utility service entrance main breaker to prevent paralleling of both power supplies. Manual load shedding will be required to match the portable generator set capacity to the loads that are to be supported during the natural disaster/civil defense scenarios when the campus is used as an emergency shelter.

f. Branch circuit wiring for receptacles and equipment within science classrooms shall be

grouped onto sub-panels with shunt trip main breakers to allow for emergency shutdown of these circuits. Do not connect lighting circuits to such sub-panels. Locate emergency shutdown pushbutton stations for convenient access by the instructor. Adjacent science classrooms can share a common sub-panel. Locate these sub-panels within storage rooms associated with the science classrooms to allow for convenient re-setting of circuit breakers.



702.3 Receptacles

a. Convenience receptacles will be provided throughout the building. Each habitable room will have a minimum of one receptacle on each wall or approximately 12 feet maximum on center. Minimum 20 ampere branch circuit rating.

b. Receptacles located in bathrooms, adjacent to sinks and at building exteriors will be

ground-fault circuit interrupting type for personnel safety. Receptacles in student restrooms shall be switched in nearest general utility closet for control of use.

c. Exterior receptacles shall be switch controlled via a pilot lighted tumbler switch located in

the nearest janitor closet. d. Special purpose receptacles will be provided as required to serve specialized equipment

identified by the Users. Special receptacles will be rated for the application and provided with matching plug caps.

e. Provide two (2) dedicated 20 ampere, 120 volt circuit adjacent to each media system

distribution frame and distribution frame location. Terminate the circuit in two color coded isolated ground duplex receptacles with replaceable element surge protection, one located at normal receptacle height and the other located at 7’-0” minimum above finish floor. A maximum of two (2) Remote Wall Distribution Frames (RWDF) on each building floor may be carried on each dedicated 20 ampere circuit with terminal pairs at each (RWDF) location.

f. Enough service and distribution capacity and local circuits should be installed to permit

simultaneous operation of all equipment in any or all classrooms. g. A minimum of two duplex convenience receptacles should be provided on each

classroom wall. If receptacles are provided on the floor they shall be recessed and properly protected at all times with a hinged or threaded cover plate.

h. Additional duplex convenience receptacles should be provided on the walls above work

surfaces on counters or tables. On any wall on which receptacles are provided above counters provide only one duplex convenience receptacle elsewhere on the wall.

i. Provide a duplex convenience receptacle adjacent to and level with each classroom and

assembly area television monitor mounting frame. j. For purposes of sizing school electrical distribution wiring and circuit breaker panels all

the dedicated computer circuits shall have a demand factor of unity individually and in any combination with like or other circuits.

k. Special consideration must be given to electrical requirements on building exterior walls

and within enclosed open areas (i.e., courtyards) inside of buildings. A system should be provided that will allow easy attachment and removal of duplex receptacles and hard-wired equipment.

702.4 Interior Lighting

a. Target footcandle levels will be as recommended by the IESNA Lighting Handbook. The

following target footcandle lighting levels will be used.



Design Illumination Levels Room Usage (Maintained Footcandles) Lamp Type Conference Rooms 50 Fluorescent Maintenance/Custodial 20 Fluorescent Lounges 30 Fluorescent Offices 50 Fluorescent Classrooms 70 Fluorescent Library Stacks/Reading 30/70 Fluorescent Lobby/Waiting 30 Fluorescent Toilet Facilities 20 Fluorescent Mechanical Room 20 Fluorescent Electrical Room 25 Fluorescent Media/Signal Room 70 Fluorescent Corridors 20 Fluorescent Storage Areas 20 Fluorescent

b. General interior illumination will be provided by energy efficient fluorescent luminaires

utilizing T-8 lamps and electronic ballasts except where otherwise noted. Luminaires will be equipped with standard A-12 acrylic prismatic lenses and be recessed into the ceiling wherever possible.

c. Emergency lighting in conformance with NFPA 101, Life Safety Code, will be provided by

integral battery backup modules within selected fluorescent luminaires. Separately mounted emergency lighting units will also be utilized.

d. Iluminated exit signs with integral battery packs will be provided for all emergency exits

and exit passageways as required by NFPA 101, Life Safety Code. e. For large rooms, multi-level and/or zoned switching will be provided for energy

conservation and selectivity for task illumination. Zoning of lights for all classrooms will be by rows starting at the front of the room.

f. Occupancy or Motion Sensors will be provided to control lighting for classrooms,

restrooms, private offices and lounges as an energy conservation measure. Also, provide occupancy or motion sensors for large area rooms to illuminate the path to centralized switchbanks that control lighting circuits for such rooms when student access to switches next to entry doorways is undesirable (i.e., libraries, assembly, interior entries/corridors, etc.).

g. Where risk of burglaries is high, provide occupancy or motion sensors at probable points

of entry to control interior lighting after school hours as a deterrent measure.

702.5 Intrusion Detection System (IDS) a. Provisions, which consist of empty raceways with pullstring and outlet boxes with blank

device cover plates, will be made for a User furnished and installed IDS for areas with a high density of electronic equipment. System equipment, cabling, and installation will not be funded with construction monies.

b. Designate location for main control panel(s) and include provisions to energize panel

from power panel. Provide telephone wiring for interface with off-site monitoring service. c. Coordinate security system requirements with campus representative and school’s

selected alarm system vendor.



702.6 Interior Fire Alarm System

a. Fire alarm system for each building will be integrated into campus-wide fire alarm system. b. Fire alarm equipment will consist of a fire alarm control panel (FACP), pull stations,

audible signaling devices, visual signaling devices, raceways and wiring. Additional initiation devices such as smoke detectors, fire sprinkler system connections, cooking hood fire suppression system, etc. will be provided as necessary.

c. All devices within each building will be hard-wired to FACP. Communications between

the remote FACP and the main campus FACP within the Administration Building will be via a multiplexed data link between FACPs. In the event the data link fails, each FACP will have the capability of functioning as a stand-alone alarm panel with no loss of initiating or signaling capabilities at the building.

END OF SECTION 702

Chapter 8 Multi-Media Design Criteria

EDSPECS for High Schools Chapter 8: Multi-Media Design Criteria

Multi-Media Systems Section 801-1

Chapter 8 – Multi-Media Design Criteria Section 801 – Multi-Media Systems 801.1 Media Systems Media systems shall be provided in all school facilities as described below:

a. Audio: The audio systems for the school shall be designated by the abbreviation AUDIO. The audio system is envisioned primarily as a two way public address distribution network consisting of at least one audio circuit originating from a control console located in the Media Control Center and terminating with speaker assemblies in each classroom and elsewhere as indicated here and on the Architectural Considerations chart.

1. This system will be utilized for conducting relatively high fidelity audio signals to the

above indicated spaces. By the use of this scheme, it will be possible to transmit audio information from the control center to selected classrooms or all classrooms simultaneously. This will greatly facilitate and expedite the function of information dissemination, involving administrative as well as academic purposes.

2. The system shall be arranged to be controlled and accept input from the Media Control

Center. Provide full function remote control console with input circuit in the administrative center clerical area at a location to be determined by the school principal. Provide for call origination at each audio system termination and individual terminal monitoring from the control consoles.

3. The call origination located at each terminal shall be momentary contact to maintain

illumination of a lamp and activation of an annunciator on both the system control console in the Media Control Center and the remote control console in the administrative center. One panel mounted lamp shall be provided for and illuminated by each origination location. The annunciator and all illuminated lamps shall remain activated and illuminated until manually switched off by a momentary contact pushbutton reset switch located on each control console with each individual lamp. In addition, for each console, provide a momentary contact pushbutton to simultaneously reset all lamps and the annunciator. The annunciator and all console mounted lamps shall be activated by a momentary contact pushbutton test switch on each control console. Initiation of call origination may be by wall mounted pushbutton or by means of hand carried devices (one for each termination) transmitting radio frequency, acoustic, or infrared signals to appropriately placed local transceivers.

4. The design of the audio system equipment and cabling may be for either analog or

digital signals or a combined analog/digital hybrid. The distribution and physical topology of either system design shall be hierarchical star and be provided complete and operating with control consoles, operating equipment, distribution frames, speaker assemblies, call origination devices, cabling and conduit. Distribution frames shall be located as follows: (a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frame (IDF): Signal room at each building. (c) Horizontal Distribution Frame (HDF): Signal room on each story of multi-story

buildings. (d) Portables Horizontal Distribution Frame (PHDF): Ground floor perimeter signal

room in a nearby permanent building.



5. The distribution frames shall not be located adjacent to areas where any electric motors, electric power switch gear, or both sources of electromagnetic interference are located.

b. Television: The television system shall be designated by the abbreviation CATV. There shall be a television outlet(s) provided in every classroom, office, faculty center, computer center, library, cafeteria, staff dining room, media control center, signal processing room, and elsewhere as indicated here and on the Architectural Considerations chart. The television system is mainly comprised of a signal entry and generation, and coaxial cable distribution system.

1. The cable television system shall be capable of simultaneously carrying and

individually distributing video signals to all interior occupied areas and Media Control Center from any of the following three sources: (a) Cable Television Utility: Signal source originating external to the school and

entering through the Signal Processing Area trunked to the Media Control Center (MDF) and distributed to all interior occupied areas from the Media Control Center (MDF)

(b) Intermediate Distribution Frames (IDF): Signal room at each building. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story

buildings. (d) Each building shall have a location for an intermediate distribution frame (IDF),

however the locations for (HDF) may be omitted for single story buildings. Locations for (RWDF) may be omitted for buildings of less than 1200 square feet net floor area containing only offices.

(e) Classroom, library and interior assembly areas: Signal source originating in classroom, library and interior assembly areas and distributed to all interior occupied areas and the Media Control Center.

2. The external source signal service shall be from the cable television (CATV) utility

located offsite. 3. The distribution and physical topology shall be tree and branch originating in the Media

Control Center (MDF). No branch which supports terminal legs or terminal outlets shall support additional branches.

4. Provide at least one (1) CATV backboard in each facility to be the head end for

terminal legs and outlets in that facility. 5. A CATV backboard shall be located at MDF, IDF, and HDF locations, and shall not be

adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

c. Data: The data systems for the school shall be designated by the abbreviation DATA.

Two separate data systems, administrative data (AD), and instructional data (ID) shall be provided for the school. The systems shall include distribution frame locations, wallplates, connecting conduit, and all cable, distribution frames, and equipment for an operating local area network (LAN) system. The distribution and physical topology of the systems shall be hierarchical star with a backbone linking same level distribution frames within each building.

1. The administrative data system (AD), which shall be used for bidirectional transmission

and broadcast of administrative data between the administrative center, faculty centers, and all classrooms and offices in the school. The outlets shall be modular combination telephone/data wallplates located with all telephone outlets and as indicated on the Architectural Considerations chart. Distribution frame locations shall be as follows:



(a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frames (IDF): Signal room at each building. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story

buildings. (d) Each building shall have a location for an intermediate distribution frame (IDF),

however the locations for (HDF) may be omitted for single story buildings. Locations for (RWDF) may be omitted for buildings of less than 1200 square feet net floor area containing only offices.

2. The instructional data system (ID), which shall be used for bi-directional transmission

of data used for the instructional programs between classrooms, library, and Media Control Center, IDF/HDF. The wallplates shall be located in all classrooms as determined by instructional needs. Distribution frame locations shall be as follows: (a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frames (IDF): Signal room at each classroom building

and library. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story

classroom and library buildings.

3. The distribution frames shall not be located adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

d. Telecommunications: The telephone systems specified for the school shall be designated

by the abbreviation TCOM. The telephone outlets shall be modular combination telephone/data wallplates and shall be provided in each classroom, office, faculty center, computer center, library, service kitchen, kitchen office, cafeteria, staff dining room, interior assembly area, media control center, signal processing room, and as indicated on the Architectural Considerations chart.

1. This telephone system shall be for voice communication by conventional telephone

with various levels of sophistication. For example, each telephone unit may be equipped with various augmentive accessories such as intercom circuits, lights, multiple circuit pushbutton switches, etc., depending on the functions to be performed. It is not within the scope of this document to identify or recommend the best switchboards, switching equipment, or other phone system components. It is recommended that a study be made by the phone company serving this geographical area. However, where intercoms are required and multiple circuits are desirable, appropriate notes have been included in the media systems column associated with each space described herein. The mounting location has been approximated, i.e., wall mount, desk, etc., in a number of instances throughout these specifications.

2. The distribution and physical topology of the system shall be hierarchical star with

distribution frame locations as follows: (a) Telephone System: Media Control Center (MDF). (b) Main Distribution Frame (MDF): Signal Processing Area. (c) Intermediate Distribution Frame (IDF): Signal room at each building and Media

Control Center. (d) Horizontal Distribution Frame (HDF): Signal room on each story of multi-story

building.

3. The distribution frames shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference area located.



e. Telemetry: The telemetry system shall be designated by the abbreviation TLM. The telemetry system specified for the school is primarily used for actuating the program bell, smoke, and fire alarms although additional functions could be controlled, i.e., building lights, sprinklers, etc., with the basic telemetry system. The locations of telemetry system terminals and devices shall be as described here and in the Architectural Considerations chart. 1. The distribution and physical topology for the fire alarm and program bell systems shall

be as selected by the system designer with the proviso that no branch which supports terminal legs shall support any additional branch.

2. Distribution frames and/or cabinets housing telemetry system operating equipment

shall be located in dry storage rooms and shall not be adjacent to areas where electric motors, electric power switch gear, or other sources of interference are located.

f. Implementation of Systems: In the planning and construction of school facilities, the

following considerations shall be incorporated. Where above ground metal conduits or raceways are specified they shall be clearly marked with factory printed adhesive labels having 1/4 inch letters on a contrasting background, attached to the conduit or raceway on 10 foot centers, readily visible, and indicating the system cabling contained therein:

1. Signal Processing Area:

(a) The Signal Processing Area shall be a dedicated area set aside within the Media Control Center (MDF).

(b) There shall be an area designated for signal processing where all offsite source signals enter the school and from where the signal distribution to the school is accomplished.

(c) Amplifiers for offsite CATV signals shall be located in the Signal Processing Area.

(d) The telephone demarcation shall be located in the Signal Processing Area. (e) The room shall have a suitable number of duplex convenience receptacles

dedicated for equipment power. (f) The room shall be sized to accommodate media entry and distribution conduits,

have wall space for amplifiers, backboards, and equipment cabinets, and have floor space for 4 equipment racks. Provide ample clearance for installation and maintenance of equipment.

(g) The room shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

2. Media Control Center (MDF):

(a) There shall be an area designated as the Media Control Center for control of all audio, video, data, telecommunication, and telemetry signals within the school.

(b) Audio system operating controls, console, and signal processing equipment shall be located in the Center.

(c) Offsite video signals shall be trunked from amplifiers located in the Signal Processing Area to the Center and distribution of all offsite video signals shall be from the Center.

(d) The main distribution frames (MDF) for the administrative and instructional data systems shall be located in the Center.

(e) A remote terminal for control and monitoring of the telephone system shall be located in the Center.

(f) Telemetry system operating controls, consoles, and signal processing equipment shall be located in the Center.

(g) Provide empty conduits from the Center to media system handholes associated with the Center for future facilities indicated on the master plan.



(h) Provide empty capped conduit stubs with concrete markers from the media system handholes associated with the Center for future facilities indicated on the master plan.

(i) The Center shall have a suitable number of isolated ground duplex convenience receptacles dedicated for equipment power.

(j) The Center shall be sized to accommodate source trunk cable entries and branch distribution conduits, have wall space for amplifiers, backboards, and equipment cabinets, and have floor space for six (6) equipment racks and two (2) occupant/operators. Provide ample clearance for installation and maintenance of equipment.

(k) The Center shall be provided throughout with an accessible raised floor with a plenum height of 9 inches clear above concrete subfloor.

(l) The Center shall be secured and air conditioned for room ambient of 75 degrees F and 50 percent Rh.

(m) The Center shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

3. Service and Distribution Structure for all Media Systems:

(a) All distribution structure design shall conform to TIA/EIA-569A standards. All exceptions to these standards will require concurrence of the Department of Education Network Support Services Branch (NSSB).

(b) All cabling and circuits for all media systems shall run in metallic conduit concealed wherever possible and provided with pull wires. Conduit running underground between buildings or handholes shall be in concrete jackets and may be PVC.

(c) All exterior cabling and circuits for media shall be run underground. (1) Where underground cabling and circuiting are not practical or otherwise

unsuitable provide aerial cable and circuits complete with adequate support structures and weatherhead entries to buildings.

(2) Weatherheads shall be sized equal to the service and distribution conduit sizes listed for each media system.

(d) All offsite signals shall enter the school at the Signal Processing Area. (e) All buildings shall be connected to each media system via a handhole dedicated

exclusively for that system and building. (f) Minimum conduit sizes shall be as indicated for each system listed hereinbelow. (g) All bends in conduits shall be gradual and of a radius recommended for the

design bandwidth. (h) No more than 4 bends in a conduit shall be permitted between any two

handholes, junction boxes, or cabinets, or on any terminal leg and total bend radius must not exceed 180 degrees unless approved by NSSB.

(i) No conduit bends or elbows of 90 degree or less will be permitted. (j) Spacing between conduit bends shall be 5’-0” minimum. (k) Conduit entries to handholes, junction boxes, and cabinets shall be

perpendicular to the box or cabinet face. (l) Conduit terminations at telephone system location, all distribution frame

locations, and CATV backboard locations shall be: (1) Provided with factory printed adhesive label having 1/4 inch letters on a

contrasting background indicating the system cabling, the terminal distribution frame identification and identification of the conduit destination.

(2) Capped and duct sealed ends unless otherwise noted. (3) Provided with adequate working clearance around capped and

terminations for installation of fittings. (4) Bushing shall be provided for all conduit stubs.

(m) All junction boxes shall be double gang type.



4. Audio Systems: Provide an operating system complete with service and distribution structure, cabling, and all necessary operating equipment and devices, fully activated to provide public address and call origination at all system terminal locations. (a) System Design:

(1) Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the audio system exclusively.

(2) Control, source signal, and input shall be from the control console located in the Media Control Center with a remote control console and input located in the administrative center.

(3) Provide multiple pair cables, each pair shielded, sized for a minimum of 150% of the design number of circuits between any distribution frame.

(4) The minimum design number of circuits shall be determined for each school based on the number and type of facilities required to meet the design enrollment.

(b) Audio Service and Distribution Structure:

(1) Minimum conduit sizes shall be as follows: • Main Distribution Frame (MDF) to Intermediate Distribution Frame

(IDF) – 2-inch • Intermediate Distribution Frame (IDF) to Horizontal Distribution Frame

(HDF) – 1-inch • Intermediate Distribution Frame (IDF) or Horizontal Distribution Frame

(HDF) to system terminals – 3/4-inch

(2) Where the Master Plan indicates the placement of portables nearby a permanent building provide conduit and cable from the permanent building Intermediate Distribution Frame (IDF) stubbed to a Portables Horizontal Distribution Frame (PHDF), and empty conduits from the (PHDF) to an external handhole, all sized and located for extension to future portable(s).

5. CATV Systems: Layout, provide, and install a conduit system, complete with

wallplates, grounded backboard, and cabinets within which to run the television circuits. The implementation of all cabling, all necessary operating equipment, and system activation to provide television reception from all television terminal outlets shall be by the Network Support Services Branch (NSSB).

(a) System Design:

(1) Layout, provide, and install a conduit system within which to run cable and circuits conforming to the physical topology for the television system exclusively.

(2) The external source signal shall be from the cable television (CATV) utility located offsite.

(3) The system bandwidth shall be 5 to 830 megahertz. (4) Outlet video carrier signal levels shall be +0 to +7 dbmV. (5) The signal slope shall not exceed 8db between the highest and lowest

video signal frequency (Channel 3 to 70). (6) The system design shall allow for future return (two way) upgrade. (7) The total developed length of a series of terminal outlets shall be no

longer than 200 feet within a building.

(b) Television Service and Distribution Structure: (1) Minimum conduit sizes shall be as follows:

a. CATV utility to Signal Processing Area – 4 inches. b. Signal Processing Area to Media Control Center – 4 inches.



c. Media Control Center to head end site distribution handhole – 4 inches.

d. Site handhole to site handhole – 4 inches. e. Handhole serving single facility to the facility CATV backboard – 3

inches. f. IDF to HDF – 2 inches. g. IDF/HDF to terminal outlets – 1 inch, home run.

(2) Provide and install a 4’-0” x 8’-0” x 3/4” treated plywood backboard with ground connection in the Signal Processing Area and the Media Control Center.

(3) After the conduit entry to each permanent building nearby planned or existing portables, provide for extension to portables with an empty 2 inch or 3 inch conduit. Consult with NSSB.

(c) Distribution Components: All cable, connectors, passive components, and active components, and all other items used in the CATV system shall meet FCC signal leakage requirements, FCC Rules and Regulations Part 76.

6. Data systems (administrative and instructional): Layout, provide and install conduit

system, complete with outlets, wallplates, distribution frame locations, and grounded backboards within which to run data system cabling. Implementation of the data systems cabling, distribution frames, operating equipment, software, and system activation shall be by the Network Support Services Branch (NSSB).

(a) System Design:

(1) Layout, provide, and install a conduit system within which to run the data circuits conforming to the physical topology for the administrative data system exclusively. The physical topology of the backbone linking same level distribution frames within each building shall be home run.

(2) Layout, provide, and install a conduit system within which to run the data circuits conforming to the physical topology for the instructional data system exclusively. The physical topology of the backbone linking same level distribution frames within each building shall be home run.

(b) Data Systems Service and Distribution Structure:

(1) Minimum conduit sizes for data systems shall be as follows:

a. Main Distribution Frame (MDF) location to each Intermediate Distribution Frame (IDF) location - 3 inches.

b. Intermediate Distribution Frame (IDF) location to each Horizontal Distribution Frame (HDF) and Portables Horizontal Distribution Frame (PHDF) location - 2 inches.

c. Backbone linking (HDF) to (HDF) shall be 2 inches. d. Intermediate Distribution Frame (IDF) or Horizontal Distribution

Frame (HDF) to wallplate(s) shall be 1 inch, home run.

(2) Conduit termination at each distribution frame location shall be as follows: a. Main Distribution Frame (MDF): Stubbed and duct sealed at 6

inches above finish Media Control Center finish subfloor. b. Intermediate Distribution Frame (IDF):

• From (MDF): Stubbed and duct sealed at 6 inches above finish floor.

c. Horizontal Distribution Frame (HDF): • From (IDF): Capped at 6 inches above finished floor. • Backbone to and from (HDF): Stubbed and duct sealed at 6

inches above finish floor.



(3) Provide and install a 4’-0” x 8’-0” x 3/4” treated and painted plywood backboard with ground connection at each (MDF) and (IDF) location.

(4) Outlet types for the administrative data system shall be as selected by the

Network Support Services Branch (NSSB) and located with the telephone/data wallplate.

(5) Wallplate types for the instructional data system in classrooms shall be as

selected by Network Support Services Branch (NSSB) and located adjacent to the modular combination telephone/data wallplate.

7. Telecommunications System: Layout, provide and install a conduit system complete

with outlets, wallplates, distribution frame locations, grounded backboards, and telephone cabinets within which to run the telecommunications system cabling. Implementation of the telecommunications system cabling, telephone system, distribution frames, operating equipment, software, and system activation shall be by the Network Support Services Branch (NSSB).

(a) System Design:

(1) Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the telephone system exclusively.

(2) Source signal service shall be from the telephone utility located offsite. (b) Telecommunications Service and Distribution Structure:

(1) Minimum conduit sizes shall be as follows: • Utility pullbox or pole to Main Distribution Frame (MDF) location - 4

inches. • Main Distribution Frame (MDF) location to Intermediate Distribution

Frame (IDF) location – 3 inches. • Intermediate Distribution Frame (IDF) location to Horizontal

Distribution Frame (HDF) location – 2 inches. • Intermediate Distribution Frame (IDF) or Horizontal Distribution Frame

(HDF) to wallplate(s) shall be –1 inch, home run.

(2) Conduit termination at each distribution frame location shall be as follows: • Main Distribution Frame (MDF): Stubbed and duct sealed at 6 inches

above finish floor. • Intermediate Distribution Frame (IDF): From (MDF): Stubbed and

duct sealed at 6 inches above finish floor or subfloor. • Horizontal Distribution Frame (HDF): From (IDF): Stubbed and duct

sealed at 6 inches above finish floor.

(3) Telemetry: Provide operating and fully activated system complete with all service and distribution structure, cabling, and all necessary operating equipment and devices. a. System Design:

1. Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the telemetry system(s).

2. Provide and install an operating and activated fire alarm system complete with smoke detectors and with cabling and circuits run in a dedicated conduit system.



3. Provide and install an operating and activated program bell system complete and with cabling and circuits run in a conduit system reserved for telemetry system cabling. The program bell master control shall be located in the clerical area of the administrative center with the exact location to be determined by the system designer in cooperation with school officials.

b. Telemetry Service and Distribution Structure:

1. Minimum conduit sizes shall be as follows: • Media Control Center to other buildings – 1 inch. • Distribution within buildings – 3/4 inch. • Terminal legs to outlets and devices – 3/4 inch.

2. After conduit entry to each building provide for extension to future portables with an empty 1 inch conduit branch running to a surface mounted double gang junction box located in a perimeter signal room.

g. Implementation for New Facilities in Existing Schools:

1. Where existing media systems are as described above: Provide the full complement of

media systems, implemented as described above within the new facility. Extend each existing media system to the new facility. Where an extension is made to/from an existing system, the implementation of the extension shall be as described above for that system. The interface between the existing media systems and the new facilities systems shall be configured to preserve topologies and integrity of the media systems serving the entire school.

2. Where existing Media Systems are not as described above: Some existing schools do

not have the full complement of media systems and as described above. Consideration should be given to upgrading media systems in those schools. In the event that new facilities are added to existing schools without the existing media systems being upgraded then the new facilities shall be provided with the full complement of media systems, implemented as described above from new handholes located with the new facilities. If the new facility is a library or administrative center, provide a Signal Processing Room and a Media Control Center. Where an extension is made to/from an existing system, the implementation of the extension shall be as described above for that system. The interface of new systems with the existing systems shall be as follows:

(a) Media systems in new facility with existing systems: Extend each existing media

system to the new external handholes and from there into the facility. (b) Media Control Center in a new facility with existing systems:

(1) Audio: Extend existing audio system to new facility and provide new remote control panel and input at Media Control Center circuited to existing audio control console.

(2) CATV: Extend CATV system trunk from existing CATV entry to Media Control Center and provide new distribution conduit and cable from Media Control Center to existing CATV distribution head end.

(3) Data: Extend systems from existing data system distribution frame locations to Media Control Center, conduit sized for MDF to IDF, for those facilities with an existing hierarchical physical star topology. Provide empty conduit, sized MDF to IDF, from the Media Control Center through to capped stubs exiting each Media Control Center data handhole for each existing facility without an existing hierarchical physical star topology.



(4) Telecommunications: Extend the telecommunication system from existing MDF to the new facility and provide conduit, cable, and equipment for remote control of the switch from the Media Control Center.

(5) Telemetry: Extend the telemetry systems from the existing systems to the new facility and provide remote controls and control panels in the Media Control Center circuited to the existing telemetry systems master controls and central panels.

END OF SECTION 801


Utilities Section 802-1

Section 802 – Utilities a. Provide two (2) dedicated 20 ampere, 120 volt circuit adjacent to each media system

distribution frame and distribution frame location. Terminate the circuit in two each color coded isolated ground duplex receptacles with replaceable surge protection modules, one located at normal receptacle height and the other located at 7’-0” minimum above finish floor. Where distribution frames other than Main Distribution frames (MDF) are located adjacent to each other a maximum of two (2) distribution frames may be carried on each dedicated 20 ampere circuit and terminal pair.

b. Provide a duplex convenience receptacle adjacent to and level with each classroom and

assembly area television monitor mounting frame. c. Provide an isolated ground duplex convenience receptacle with replaceable surge

protection module adjacent to and level with each video system CATV cabinet.

PUBLIC ADDRESS – SITE CONDUIT CONSOLIDATIONS Number

of Tributary Buildings

Bldg IDF To

Bldg Pullbox

Bldg Pullbox to Site

Handhole

Site Handhole to

Site Handhole

Site Handhole to Media Center

Media Center to Signal Process

Entry Handhole to

Signal Process

Remarks

1 (1)-2” (1)-2” (1)-2” (1)-2” (1)-2” - 2 (1)-2” (1)-2” (1)-2” (2)-2” (1)-2” - 3 (1)-2” (1)-2” (2)-2” (2)-2” (1)-2” - 4 (1)-2” (1)-2” (2)-2” (2)-2” (1)-2” - 5 (1)-2” (1)-2” (3)-2” (1)-2”,

(1)-4” (2)-2” -

6 (1)-2” (1)-2” (3)-2” (1)-2”, (1)-4”

(2)-2” -

7 (1)-2” (1)-2” (4)-2” (2)-4” (1)-2”, (1)-4”

-

8 (1)-2” (1)-2” (4)-2” (2)-4” (1)-2”, (1)-4”

-

See Note #1

See Note #2 See Note #3 See Note #4

Notes: 1. Maximum number of conduits from Site Handhole to Media Control Center shall be two (2) 4

inch conduits for any number of buildings. 2. Conduit(s) from Media Control Center to the Signal Processing Room are for system

interconnect cables and are in addition to school service, building, and site distribution conduits when they are run thru common handholes.

3. Conduit(s) from site handhole(s) to the Signal Processing Room are for utility cable service to

the school from exterior sources and are in addition to site distribution and interconnect conduits when they are run thru common handholes.

4. Public Address conduits may be run thru the same site to site handholes as television conduits.



TELEVISION - SITE CONDUIT CONSOLIDATIONS Number


Bldg IDF To

HDF

Bldg Pullbox to Site

Handhole

Site Handhole to

Site Handhole

Site Handhole to

Media Center

Media Center to

Signal Process

Area

Entry Handhole to

Signal Process

Remarks

1 (1)-2” (1)-3” (2)-3” (1)-3” (1)-3” (1)-4” 2 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 3 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 4 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 5 (1)-2” (1)-3” (2)-3” (2)-3” (2)-3” (1)-4” 6 (1)-2” (1)-3” (2)-3” (2)-3” (2)-3” (1)-4” 7 (1)-2” (1)-3” (2)-3” (2)-4” (1)-3”,

(1)-4” (1)-4”

8 (1)-2” (1)-3” (2)-3” (2)-4” (1)-3”, (1)-4”

(1)-4”

See Note #1 See Note #2 See Note #3 See Note #4

Notes: 1. Maximum number of conduits from Site Handhole to Media Control Center shall be two (2) 4

inch conduits for any number of buildings. 2. Conduit(s) from Media Control Center to the Signal Processing Area are for system


3. Conduit(s) from site handhole(s) to the Signal Processing Area are for utility cable service to


4. Television conduits may be run thru the same site to site handholes as Public Address

conduits.



ADMINISTRATIVE AND INSTRUCTIONAL DATA – SITE CONDUIT CONSOLIDATIONS Number


Bldg IDF To

HDF

Bldg IDF to Site

Handhole

Site Handhole to

Site Handhole

Site Handhole to

Media Center

Media Center to

Signal Process

Site Handhole to Signal Process

Remarks

1 (1)-2” (1)-3” (1)-3” (1)-3” (1)-3” - 2 (1)-2” (1)-3” (1)-3” (2)-3” (1)-3” - 3 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” - 4 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” - 5 (1)-2” (1)-3” (3)-3” (3)-3” (2)-3” - 6 (1)-2” (1)-3” (3)-3” (3)-3” (2)-3” - 7 (1)-2” (1)-3” (4)-3” (4)-3” (2)-3” - 8 (1)-2” (1)-3” (4)-3” (4)-3” (2)-3” - See Note #1 See Note #2 See Note

#3 See Note

#4 Notes: 1. Add one (1) 3 inch conduit for every two (2) additional tributary buildings beyond eight (8)

tributary buildings from Site Handhole to Media Control Center. 2. Conduit(s) from Media Control Center to the Signal Processing Area are for system




4. Administrative Data conduits may be run thru the same site to site handholes as Instructional

Data conduits.



TELECOMMUNICATIONS – SITE CONDUIT CONSOLIDATIONS Number


Bldg IDF To

HDF

Bldg IDF to Site

Handhole

Site Handhole to

Site Handhole

Site Handhole to Media Center

Media Center to

Signal Process

Area

Entry Handhole to Signal Process

Remarks

1 (1)-2” (1)-3” (1)-3” (1)-3” (2)-4” (2)-4” 2 (1)-2” (1)-3” (2)-3” (2)-3” (2)-4” (2)-4” 3 (1)-2” (1)-3” (2)-3” (2)-3” (2)-4” (2)-4” 4 (1)-2” (1)-3” (3)-3” (3)-3” (2)-4” (2)-4” 5 (1)-2” (1)-3” (3)-3” (3)-3” (2)-4” (2)-4” 6 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” 7 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” 8 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” See Note

#1 See Note #2 See Note

#3 See Note

#4 Notes: 1. Add one (1) 3 inch conduit for every two (2) additional tributary buildings beyond eight (8)

tributary buildings from Site Handhole to Media Control Center. 2. Conduit(s) from Media Control Center to the Signal Processing Area are for system




4. Telecommunications conduits shall be run thru handholes as telecommunications conduits

only.

END OF SECTION 802


Media System Conduit Identification Section 803-1

Section 803 - Media System Conduit Identification

All media system conduits shall be identified by sleeves or labels at all terminations of each conduit. The Electrical specifications for the construction contract shall include a complete product description of the sleeve/label system including, styles, types, and accessories furnished by a brand name manufacturer and acceptable brand name substitutions. The Electrical specifications for the construction contract shall include a suitable sleeve/label system which will meet the following requirements. Conduit identification shall be made by using vinyl sleeves or vinyl adhesive labels applied at the conduit terminations, and junction box interiors. The sleeves and labels shall be stamped or factory printed with information to identify the system and location of the termination and its destination except at room outlets where only the system and destination shall be identified. Handwritten tags or labels will not be accepted. Examples of Tags/Labels of Conduit Stubs

Instruction Data DATA/IDF-2 Administrative Data DATA/IDF Video Reception CATV/IDF Video Origination CATV/IDF-1 Telephone TEL/HDF

Examples of Tags/Labels at Distribution Frame Conduit Terminations Where the Other End Termination is at a Room Outlet

IDATA IDF to Room B101 Outlet IDF or IDATA/IDF/B101 B101 CATV HDF to Room B202 Outlet HDF or CATV/HDF/B202 B202 TEL IDF to Room B104A Outlet IDF or TEL/IDF/B104A B104A

Examples of Tags/Labels at Distribution Frame Conduit Terminations Where Other End Termination is at a Distribution Frame

IDATA IDF at Bldg “B” to MDF IDF-B or IDATA/IDF-B/MDF MDF ADATA MDF to IDF at Bldg “C” MDF or ADATA/MDF/IDF-C IDF-C CATV IDF TO HDF at Bldg “B” IDF-B or CATV/IDF-B/HDF-B HDF-B TEL HDF to IDF in Bldg “D” HDF-D or TEL/HDF-D/IDF-D IDF-D


Media System Conduit Identification Section 803-2

TEL IDF to HDF in Bldg “D” IDF-D or TEL/IDF-D/HDF-D HDF-D

Media system conduits shall be identified in each site distribution handhole with a 1 inch diameter brass valve tag securely fastened to the inside concrete wall of the handhole above each conduit termination. The tag shall identify the media system and its destination. Examples of Tags at Handholes for Various Systems and Destinations

HHG #1 to Telephone Utility Pullbox TEL/ENTRY HHG #1 to Cable TV Utility Pullbox CATV/ENTRY HHG #10 to HHG #11 Telephone TEL/HHG11 HHG #4 to HHG #4B Video VID/HHG4B HHG #12 to HHG #11 Adata ADATA/HHG11 HHG #7 to MDF in Building “A” Adata DATA/MDF-A HHG #12 to IDF in Building “G” Idata DATA/IDF-G HHG #6 to IDF in Building “D” Telephone TEL/IDF-D

END OF SECTION 803


Telecommunication Infrastructure Section 804-1

Section 804 - Telecommunication Infrastructure 804.1 Objective

To install conduits from building MDF to building IDF’s, To install conduits from building IDFs to classrooms, and To provide additional power/outlets to classrooms.

Design Review Process • Plan at least two meetings (initial scope and pre-final) at the school site, including outer

island schools. • All meetings will be scheduled and conducted by the DOE Project Coordinator. • Adhere to the project schedule determined by the Project Coordinator. Electrical Drawings • Follow DOE DPW Policies and Procedures Governing Design Consultant Contracts. • On preliminary drawings, include the proposed electrical and telecom outlets for verification

by the school before designing the conduit routing. Combine the power plan and signal plan on the same sheet.

• Provide complete site plan with graphic scale and include all existing telecom conduits and size of conduits as well as new underground conduits.

• Provide as much details as needed, including elevations and sections. • Follow DOE DPW distribution list during design review; provide NSSB with two half size

drawings at preliminary and pre-final stages. • Include “Complex Area Superintendent of appropriate complex area, Department of

Education, State of Hawaii” on the Title Sheet, and obtain the signature from DOE Facilities Branch.

• Include the school name(s) on the Title Block; this will facilitate easier identification on DOE card filing system for future projects.

Contract Specifications • Provide pre-final specifications for review. • Determine number of working days or construction timetable if power outage required for

electrical upgrade on pre-final specs (review with school). Design Guideline • Adhere to the TIA/EIA569-A Standards for telecommunication infrastructure design and

installation specifications. Any exceptions must be approved by NSSB. • Follow NEC specifications where applicable. Handholes (HH) • Follow NEC specifications for HH design and installation. • Provide detail drawing of typical 30” x 48” and 3’ x 5’ handholes. • Provide minimum 3’ depth. • Provide to school one cover hook and socket. • Provide cable racks on two walls. • Label handhole cover “COMM”. • Limit turns/bends to two 90 degree bends maximum from HH to HH. • Limit conduit run to 200 feet maximum for straight runs from HH to HH; if not straight, limit

distance to 150-180 feet. • Conduits should enter/exit handhole short wall, not long wall, except if conduits going in 3

or 4 directions.



Junction Boxes (JB) • Normally provided in conduit runs of more than 100 feet in length, and contain more than

the equivalent of two 90 degree bends. • Provide detail drawing of JB with conduits entering/exiting JB. • Should be installed on straight runs and not at turns. • If used at turns JB must have minimum depth of 12 inches. • Typical JB size on riser with pull thru: for 2-3”c - 12”W x 12”H x 8”D. • Typical JB size on riser with turn: for 2-3”c -18”W x 18”W x 10”D. • Provide stainless steel, fiberglass, cast aluminum, or PVC JBs in areas with corrosive

environment and for all exposed environments. • Limit junction box installation at 10 feet or less off the ground; bottom of JB must be above

6’-8” minimum in walkway locations. Conduit/Raceway in Classrooms • For all schools, typically EMT conduits are used for telecom and electrical outlets in the

classrooms. Conduit Support under Walkways • For 2 inch and 3 inch Schedule 40 PVC conduits, provide support every 4 feet. Conduits from Building IDF to Classrooms • Typically 2 inch, 3 inch surface conduits from IDF to classrooms with JBs at each

classroom. • Conduit path to be determined by consultant - exterior front or rear with penetration into

classroom or interior front or rear with penetration between classroom. • Avoid conduits through windows if possible; if not possible/feasible, remove existing

windows and board up. • Typical conduit and junction box sizes from classrooms to IDF: 1 classroom 1-1/4”c to 8”x 8”x 6” JB 2 classrooms 2”c to 12”x 12”x 6” JB 3 classrooms 2-1/2”c to 12”x12”x8” JB 4 classrooms 3”c to 18”x 18”x 8” JB Conduits from Building to Building • Either underground or surface depending on availability of covered walkways; to be

determined by consultant. • Underground ducts to be concrete encased or direct buried depending on location. • Conduit size is usually one 3 inch or two 3 inch, or 4 inch depending on the layout of the

school buildings. • Provide adequate separation between electrical conduits and telecom conduits if side by

side.

Telecom Outlets in Classrooms • Use the following symbols on the signal plan: f or admin data outlet, for

instructional data outlet, video outlet, and for telephone/data//video outlet. • Provide a maximum of four IMO’s per classroom; one IMO per staff office.

Classroom Junction Box (IMO) • Provide Wiremold Deep Switch and Receptacle Box-Ivory, 2-1/2 inch Deep (Wiremold

Part No. V5744S-2) for all outlets.

ID

V AV

AD



Wall Plates • Provide and install the following nylon wall plates.

AD - Leviton Part No. 42080-4IP 4 port ID - Leviton Part No. 42080-4IP 4 port V - Leviton Part No. N138-I 2 gang (1 duplex, 1 blank) with Blonder Tongue Versatap V-1GF-FT F-connector

AV - Leviton Part No. 80716-I 2 gang (2 duplex ) with Blonder Tongue Versatap V-1GF-FT F-connector and Leviton Quad106 adapter 41807-QIP

Electrical Outlets and Circuits • Provide two circuits and maximum of four duplex receptacles per classroom. • Provide one circuit for up to four staff offices; provide one duplex receptacles per staff

office. • Provide one dedicated duplex outlet for IDF locations; four duplex outlets for MDF locations. • Label on the top or side of each outlet box the panel number & circuit number using Kroy

type label. • Provide Bell cast aluminum outlet box if conduits being used or Wiremold outlet box if

surface metal raceways being used.

Building MDF • Provide minimum 4’ x 8’ x 3/4 inch treated backboard. If more wall space available,

provide additional backboard. • Provide two dedicated four duplex electrical outlet on either side of backboard. Provide

another two duplex electrical outlet for a second backboard. • Provide a #4 ground wire and ground bus on the board if one is not available. • Provide duct seal in all conduits entering MDF room from handholes; seal 1 inch overlap at

conduit entry and 1” deep inside of conduit.

Building IDF • Provide minimum 4’ x 4’ x 3/4 inch treated backboard. • Provide a dedicated two duplex electrical outlet on either side of backboard. • If building IDF is a classroom, mount backboard up high below ceiling. • Provide duct seal in all conduits entering IDF room from handholes; seal 1 inch overlap at

conduit entry and 1 inch deep inside of conduit.

Sidewalk Repair • Include typical sidewalk restoration detail. • Install dowels into existing sidewalk. • Fill sidewalk joint with sealer (between old and new concrete).

Conduit Risers • Include typical riser detail. • Secure conduits on exterior walls with two hole “U” clamps at walkway locations. • If riser is 3”c and cannot make turn into building due to limited wall space, place • JB at turn and size JB to ensure adequate turning radius.

General Notes to Drawings - REQUIRED • Should project conditions require rearrangement of work, mark such changes on the as-

built drawings. If these changes require alternate methods to those specified in the contract documents, submit drawings showing the proposed alternate methods to the engineer. Do not proceed until approval is obtained from the engineer, consultant, and DOE.

• Provide nylon pullstrings in all conduits except for Verizon conduits which require continuous mule tape.



• Paint all new work to match the surrounding finish except for stainless steel JBs. • Conduit bodies (e.g. LB, LR, etc) are not permitted in telecommunications

raceway systems. • Provide insulated bushings at all telecommunications conduit terminations at all boxes and

conduit stubs. • All Installation of telecommunication infrastructure shall comply with TIA/EIA-569-A unless

otherwise noted.

END OF SECTION 804


Cabling Specifications Section 805-1

Section 805 - Cabling Specifications 805.1 Cabling System Overview

a. Overview: The Network Support Services Branch (NSSB), Department of Education (DOE), has implemented a Voice, Data, and Video cabling system utilizing Unshielded Twisted Pair (UTP), Fiber Optic, and Coaxial cables throughout the school campus. This system will support voice, video and high speed data traffic. The cabling system design in the DOE is based on a star topology.

b. Voice: The cabling for the Voice system stations from the Information Outlet (I/O) to the

MDF, IDF, or HDF will utilize the Category 5e, UTP cable, Copper 12, 25, 50, and 100 pair cables will be used to provide connectivity for voice traffic between each building, thereby linking all the buildings back to the Telephone system. The Telephone system is usually located in the library media control center.

c. Data: The cabling for the Data system stations from the I/O to the MDF, IDF, or HDF will

utilize the Category 5e, UTP cable. Fiber Optic cable will be utilized to provide connectivity for data traffic between each building, thereby linking all the buildings into one large data network.

d. Video: The cabling for the Video system stations from the I/O to the MDG, IDF, or HDF will

utilize RG-6 Coaxial cable. 0.540 or 1/2 inch Coaxial cable will be utilized to provide connectivity for video traffic between each building, thereby linking all the buildings back to the Video Head-End. The Video Head-End is usually located in the library media control center.

Intrabuilding Cables (Horizontal Cabling)

• Voice Station Cable

1. Manufacturer: Bertek #532283TP Non-Plenum or equal. 2. Description: Category 5e rated, 4 pair, 24 AWG, UTP, Non-Plenum, UL verified to

Category 5e specifications, Color jacket: Pink.

• Data Station Cable 1. Manufacturer: Bertek #532141TP Non-Plenum or equal. 2. Description: Category 5e rated, 4 pair, AWG, UTP, Non-Plenum, UL verified to

Category 5e specifications, Color jacket: Gray.

• Video Station Cable 1. Manufacturer: Belden #9058 RG-6 Coaxial or equal. 2. Description: Non-Plenum, 18 AWG, gas injected foam polyethylene insulation,

aluminum braid, PVC jacket.

Interbuilding Cables (Backbone Cabling)

• Voice Cable 1. Manufacturer: General Cable #7527 Series Type PE-22 or equal. 2. Description: 12, 25, 50, 100 pair, TIA/EIA Category 3, Non-Plenum, 24 AWG.

• Data Cable

1. Manufacturer: Bertek #OPR Series UNI-Lite or equal. 2. Description: 6, 12, 18, 24, 36, or 48 Strand, Multimode, 62.5/125 micron fibers, loose

tube, get filled, UV resistant jacket, complies with FDDI, Bellcore and TIA/EIA standards, Outside Plant Riser (OSP) rated.



3. Manufacturer: Bertek #OPR6B018-012CB3510/15-006AB0504 or equal. 4. Description: Composite fiber optic cable, outside plant riser rated, loose rube, 12

strand multimode, 6 strand single mode.

• Video Cable 1. Manufacturer: Comm/Scope, Inc., #QR540JCA Quantum Reach Coaxial or equal. 2. Description: 0.540 copper clad aluminum center conductor, aluminum outer conductor

with polyethylene jacket.

Fiber Optic Termination

• Fiber Optic Distribution Panels, Rack Mount 1. Manufacturer: Multilink #FRMOXX-XS-YY. (XX, YY = number of fibers) 2. Description: SC duplex, fully loaded, clear door.

• Fiber Optic Distribution Panels, Wall Mount 1. Manufacturer: Multilink #FWMXX-XD-YY. (XX, YY = number of fibers) 2. Description: SC duplex fully loaded, split door (key lock)

• Fiber Optic Connector, SC 1. Manufacturer: Siecor #95-000-40 or equal. 2. Description: Multimode, unicam connector, composite.

Voice Cable Termination

• R66 Punchdown Block 1. Manufacturer: Siemon #S66M Series or equal. 2. Description: 25 pair terminal block w/standoff bracket, clear plastic cover, bridge clips. 3. Terminate 25 pair per block.

Category 5e Cable Termination

• Cat 5e Panels, Rack Mount

1. Manufacturer: Pass & Seymour XX845-C5E or Leviton 5G584-UXX. (XX=12, 24, 48, 64, 72, 96 ports) 2. Description: 12, 24, 48, 64,72, 96 ports rack mount, TIA/EIA 568A.

• Cat 5e Panels, Wall Mount 1. Manufacturer: Pass & Seymour JPXX-845C5E or equal.

(XX=12, 24, 36 ports) Only products with front facing terminations are acceptable.

2. Description: 12, 24, 36 ports wall mount w/standoff legs, TIA/EIA 568A.

CATV Cable Termination • F-Connector, RG-6

1. Manufacturer: Augat #SNS6 or equal. 2. Description: Male cable end w/center conductor pin.

• F-Connector, 0.540 Coaxial Cable 1. Manufacturer: Thomas & Betts AI540QR, EI540QR, SI540QR, or equal. 2. Description: Male connector with center conductor pin.



Information Outlet Jacks • Telephone Jacks

1. Manufacturer: Leviton #41106-RV6 or equal. 2. Description: 6-conductor jack, Color: green.

• Data Jacks

1. Manufacturer: Leviton #5G108-RR5 or equal. 2. Description: 8-conductor, Category 5e jack, TIA/EIA 568A, Color: red.

• Video Jacks 1. Manufacturer: Blonder Tongue #V-1GF-FT or equal. 2. Description: Versa Tap.

Information Outlet Face Plate • Double Gang Face Plate: (AD/TEL and ID Outlets)

1. Manufacturer: Leviton #42080-XIP or equal (X=4, 6 ports) 2. Description: 4, 6 ports wallplate, Color: ivory.

• Double Gang Face Plate: (CATV Outlets) 1. Manufacturer: Leviton #N138-I or equal. 2. Description: 1 Duplex, 1 Blank wallplate, Color: ivory with Blonder Torque Versatap

#VIGF-FTF Connector.

• Ganged Face Plate: (DATA/CATV Outlet) 1. Manufacturer: Leviton #80716-I with Leviton #4108-QIP or equal. 2. Description: 2 gang, 2 duplex with Blonder Torque Versatap V-IGF-F connector and

Leviton Quad 106 adapter.

Equipment Rack 1. Manufacturer: Ortonics #OR-60400159 or equal. 2. Description: Cable Management Rack, 84” high, 19” wide, one (1) shelf unit and rack

mount surge protectors with minimum 6 outlets and 12’ cord. 805.2 Installation

a. General 1. The installation of cabling shall be done by qualified technicians in accordance with

industry standards and practices. 2. Contractor shall have minimum 2 years experience in the installation of telephone,

data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer.

3. Contractor shall have minimum 2 years experience in the installation of telephone, data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer.

4. The products specified above are listed for reference purposes and is not intended to provide the contractor all the materials required to complete the installation. Generic items such as nuts, bolts, mounting hardware, cable ties, distribution rings, etc. are also required and assumed to be basic elements of the cabling system installation.

5. All cables shall be labeled at both ends. Cables passing through handholes shall be labeled also. Brady-type laminating cable markers or other machine printed adhesive labels shall be used. No handwritten labels are allowed.

6. All backbone and horizontal cable pulls shall include a nylon pullstring for future additions.

7. After cable pulls through handholes, duct seal shall be installed in conduit stub outs in the communication rooms and in handhole ducts to seal around installed cables and prevent rodents and insects from using the conduits as an entryway into the building.



8. Contractor shall install cable racks/supports in existing handholes to support new cables installed if none available.

9. No splices will be allowed in system wiring other than at designated locations.

Interbuilding Fiber Optic Cable 1. The Fiber Optic cable will originate normally in the Media Control Room or MDF and

will terminate in the IDF’s of other buildings. Within the MDF the fiber optic cable will terminate on a rack mounted fiber patch panel on the equipment rack. At the IDF’s the fiber optic cable will terminate on a rack mount or wall mount fiber patch panel.

2. A minimum of 10 feet reserve is required at each end of the cable termination, coiled near the fiber optic distribution panel.

3. A minimum of 3 feet reserve is required at each end of the cable termination, coiled and contained within the distribution panel.

4. All fiber strands will be terminated with SC connectors. These connectors will be mounted on the coupling panels within the distribution panel.

5. Cables shall be labeled at both ends in the following format: X-R-FIBER where “X” represents the building number, “Y” represents the destination building number, and “FIBER” represents Fiber Optic cable.

6. Cables passing through handholes shall be labeled as above. Interbuilding Voice Cable 1. The voice backbone cabling system utilize EIA/TIA Category 3, 24 AWG, 12, 25, 50,

and 100 pair, outside plant cable with water blocking and rodent protection. The number of cable pairs to each building will vary depending on the building type. Minimum pair count for most buildings is 25 pairs.

2. Contractor shall have minimum 2 years experience in the installation of telephone, data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer.

3. Cables will be terminated on 110 or R66 punchdown blocks which are wall mounted. At the MDF, provide separate 110 blocks to terminate each backbone cable, and provide another 110 block to terminate the horizontal cables. If R66 blocks are used, terminate backbone cables only on the left side and provide another R66 block to terminate the horizontal cables on the right side only.

4. At the IDF, provide a 110 block to terminate the backbone cable and another 110 block to terminate the horizontal cables. If R66 blocks are used, terminate the backbone cable on the left side only with the right side reserved for horizontal cables.

5. Cables shall be labeled at both ends and in handholes in the following format: X-Y-TEL where “X” represents the building number, “Y” represents the destination building number, and “TEL” represents telephone cable.

Interbuilding CATV Cable 1. The video backbone cabling system utilize 0.540 Coaxial cable from the video MDF to

each building. The video MDF is usually in the library. 2. Each backbone cable will be terminated with an F-connector on both ends of the cable. 3. Cables shall be labeled at both ends and in handholes in the following format: X-Y-

CATV where “X” represents the building number, “Y” represents the destination building number, and “CATV” represents television cable.

4. Provide splitters, drop taps, amplifiers, modulators, etc. necessary to produce signal level of 5 to 10 dB at each video outlet.

Intrabuilding Data Cable 1. The Category 5e, four-pair, unshielded twisted pair, non-plenum cable is used to

connect each data information outlet (I/O) to the MDF/IDF. The number of data jacks for each I/O will vary from outlet to outlet. Some outlets may require 1 or 2 jacks while others may require more. The cable sheath shall be GRAY in color.



2. Each cable run is homerun in conduits from the I/O to the AD/ID IDF backboard and must be within 280 linear cable feet, thus complying with distance limits of UTP cable.

3. At the I/O end, each four-pair cable is terminated on a RJ45 module, 8 conductor/8 pin data jack. Allow 12 inch slack to be coiled in the outlet box. The jacks will be wired in compliance with Category 5e, TIA/EIA 568A, UTP cable standards.

4. At the MDF/IDF end, each four pair cable is terminated on a rack mount 110 jack panel on a 19 inch equipment rack or wall mount 110 jack panel on the data backboard. Data cables must be terminated on the 110 panel in ascending order, relative to the location code/jack # or room #. A minimum of 4 feet of reserve is required, coiled and strapped on the backboard.

5. Cables shall be labeled using computer generated or typewritten wrap-around stick-on labels at both ends.

For administration, library, cafeteria and other support buildings, label cables with the following format:

AD-LL-X or ID-LL-X where “AD” and “ID” represents the type of outlet, “LL” represents the location code of the I/O, and “X” represents the jack number of the I/O (e.g. AD-1-1, AD-1-2, AD-2-1, etc.).

For classroom buildings: Only at the IDF end, add the room # to the label I the following format:

ZZZZ-AD-LL-X or ZZZZ-ID-LL-X where “ZZZZ” represents the room # (e.g. B101-AD-1-1, B102-AD-1-1, etc.).

6. The number of jack panels installed is dependent on the number of AD and ID outlets being installed. Allow for 20% growth for future installations.

7. The 110 jack panels shall be labeled in the same format as #5 above. Intrabuilding Voice Cable 1. The Category 5e, four-pair, unshielded twisted pair, non-plenum cable is used to

connect each telephone information outlet (I/O) to the MDF/IDF. The number of telephone jacks for each I/O will vary from outlet to outlet. Most outlets will require one jack but some others will require two. The cable sheath shall be PINK in color.

2. Each cable run is homerun in conduits from the I/O to the TEL IDF backboard, normally in 1 inch conduits.

3. At the I/O end, each four-pair cable is terminated on a RJ11 module, 6 conductor/6 pin jack. Terminate only the blue and orange pairs. One Category 5e cable shall accommodate one voice jack, not two. Allow 12 inch slack to be coiled in the outlet box.

4. At the MDF/IDF end, each four-pair cable is terminated on a 110 Terminal Block in ascending order, relative to the location code. If the R66 Punchdown Block is used, only the blue and orange pairs are terminated on the right side of the block. Reserve the left side of the R66 block to terminate backbone trunk cables.

5. Cables shall be labeled using computer generated or typewritten wrap-around stick-on labels at both ends.

For administration, library, cafeteria and other support buildings, label with the following format:

T-L-X where “T” represents the type of outlet, “L” represents the location code of the I/O, and “X” represents the jack number of the I/O (e.g. T-4-1, T-4-2, T-5-1, T-6-1, etc.).

For classroom buildings: Only at the IDF end, add the room # to the label in the following format:

ZZZZ-T-L-X where “ZZZZ” represents the room # (e.g. D201-T-1-1, D201-T-1-2, D202-T-1-1, etc.).

6. The 110 Terminal Block or R66 Punchdown Block shall be labeled in the same format as #5 above.



Intrabuilding Video Cable 1. Each video outlet will have one RG-6 coaxial cable with F-connector installed and

signal level of 5-10 dB. Each RG-6 coaxial cable connects back to the TV IDF backboard in 1 inch conduits.

2. Leave cable slack coiled in the outlet box. 3. Cables shall be labeled using computer generated or typewritten wrap-aground stick-

on labels at both ends in the following format: V-L where “V” represents the type of outlet, and “L” represents the location code of the I/O (e.g. V-1, V-2, V-3, etc.). For classroom buildings: Only at the IDF end, add the room # to the label in the following format:

ZZZZ-V-L where “ZZZZ” represents the room # (e.g. D201-V-1, D202-V-1, etc.).

Information Outlet (I/O) 1. There will be two types of faceplates for the Voice and Data outlets. The wall

faceplates will be a dual gang plate with 4 or 6 outlet openings. For I/O’s requiring up to 4 jacks, use the 4 outlet faceplate. For more than 4 jacks, use the 6 outlet faceplate. Install blank plates over any outlet openings that are not in use.

2. For AD outlets, reserve the top openings for Voice jacks with the left side opening being the first jack and the right side opening being the second jack. If there is only one Voice jack, install it in the left side opening and use a blank plate for the right side opening. Reserve the bottom openings for Data jacks in left-right sequence.

3. For Video outlets, the wall faceplate will be a dual gang plate with 1 Duplex and 1 Blank.

4. Each jack position shall be labeled using computer generated or typewritten stick-on labels in the same format as E.5, F.5, and G.3 above.

5. In cases where no cables are initially required, the faceplate shall be double gang, four outlets with blank inserts. Do not use blank stainless steel plates.

6. For video and data outlet, use double gang, two duplex outlet with Versatap and 106 Quad Adapter.

Equipment Racks 1. The equipment rack shall be equipped with wire management panels to allow for

routing of patch cords and future cables. 2. The rack assembly shall be permanently mounted to the floor and properly grounded

with #6 copper ground wire to a suitable building ground. 3. The rack shall be installed perpendicular to the backboard, between the AD IDF and ID

IDF backboards, 8 inches from the backboards. This will allow minimum two feet work space in the front and rear of the rack.

END OF SECTION 805


Testing and Inspection Section 806-1

Section 806 – Testing and Inspection 806.1 General

a. If the State or its representative discovers any errors, the Contractor, at his own expense,

shall go over all similar portions of the entire job taking the necessary or directed remedial action.

b. All terminations shall be tested end-to-end by the Contractor using commonly accepted

industry procedures and equipment. The Contractor shall conduct and provide all test equipment required.

806.2 Telephone Backbone and Horizontal Cables

a. All terminations must be tested end-to-end for shorts, opens, reversals, crossed pairs and

split pairs. End-to-end shall mean from the MDF to IDF of each building and from each IDF to each connected telephone outlet.

b. Test results for each cable and pair shall be provided in writing on a test form developed by

the Contractor.

806.3 Data Backbone and Horizontal Cables a. Fiber Optic Cable: The Contractor will be required to perform a pre-installation continuity

test of all fiber optic cables on the factory reels. Cables containing any damaged strands shall not be installed. Contractor must also submit to the DOE representative the reflective index setting at 850 nanometers and 1300 nanometers for multimode and single mode for composite fiber cable according to the manufacturer’s specifications. The Contractor will test each and every installed fiber strand utilizing an Optical Time Domain Reflectometer (OTDR) for both distance and attenuation. The Contractor shall submit the test results no later than fifteen (15) working days after the cable test to the DOE representative with at least the following information:

• Date of test • Name of test personnel • Fiber cable identification • Test wavelength • Direction of test • Overall distance • Attenuation in dB or dBm

The Contractor shall test every fiber link for overall attenuation from end-to-end. The Contractor shall perform test utilizing a stabilized light source and measuring the receive level with a power meter. The DOE will accept the test results when the above test have been completed and link losses are within accepted tolerances based on the manufacturer’s optical transmission performance for the fiber and guaranteed maximum mated pair loss for the connectors. End-to-end attenuation shall be less than 8 dB.

b. Category 5e UTP Cable: All terminations must be tested end-to-end for shorts, opens,

reversals, crossed pairs, attenuation, impedance, mutual capacitance, DC resistance, structural return loss, NEXT, and split pairs. End-to-end testing shall mean from the patch or jack panel in the MDF/IDF in each building to each connected data outlet. In addition, the Contractor shall demonstrate that the installed Category 5e cable runs from each data outlet to the patch panel to meet the transmission requirements as outlined in TIA/EIA 568A Commercial Building Wiring Standard Test results for each cable and pair shall be


Testing and Inspection Section 806-2

provided in writing on a test form developed by the Contractor. Cable runs which fail to meet the transmission requirements shall be replaced at no cost to the State.

806.4 Video Backbone and Horizontal Cables

a. The Contractor will generate a one volt peak to peak video signal across all segments of

the RG-6 type cables. Signal loss per 1000 feet must conform to manufacturer’s specifications.

b. The Contractor shall submit test results for each video outlet conveying signal strength (output level at 54-400 MHz and 400-750 MHz range).

c. Written test results for each cable segment shall be provided to the DOE representative on a test form developed by the Contractor.

END OF SECTION 806

Chapter 9 Safety and Security Design Criteria

EDSPECS for High Schools Chapter 9: Safety and Security Design Criteria

Safety and Security Section 901-1

Chapter 9 – Safety and Security Design Criteria Section 901 – Safety and Security

The following are design issues that are considered by the DOE to promote safety and security in schools:

a. New schools are being designed through the charette process. This design process allows

opportunities for input and involvement by the various role groups. This process fosters ownership among the role groups that leads to a protective and valued appreciation of the school. The community can provide a watchful eye on the school, especially during the non-school hours.

b. Schools are increasingly becoming the centers of a community and are being considered

for extended hours of use. As this happens, this will minimize the time for negative or abusive actions toward schools.

c. Stairwells and entry to multi-level building are gated for security during non-school hours.

Similar treatment is now considered for main entrances to libraries and administration buildings that have windows within the doors.

d. Security screens are provided for all ground floor facilities. Secure lock, window, and door

systems that will deter unwanted/forced entry are considered for facilities when appropriate. Metal doorframes and doors with astragal or protection plates are standard design features for exterior doors. Fiberglass reinforced doors are also considered for the resistance to graffiti.

e. Open areas and vistas are maintained so that enforcement officers and public can readily

see into campus during after hours. f. Fire lanes and campus roads provide opportunities for enforcement officers to readily

patrol the schools after hours. g. Fencing (minimum 6 feet) around the perimeter and secure gates at the entrances/exits

are provided to allow the school control/deter traffic (pedestrian and vehicular) onto the campus.

h. Minimize the points of entry to school. i. Minimize exterior door hardware to deter vandalism and unauthorized entry to the facilities.

Exterior doors used as “exits only” do not have exterior hardware to prevent unwarranted entry.

j. Fewer windows are considered for certain facilities to enhance their security. k. Campus Lighting - Curfew and night lighting are provided for schools. Provide activation

by motion detectors in addition to timers. l. Recessed areas on building facades are minimized to eliminate places to hide. m. For schools with covered walkways, design to minimize entry to second floors must be

considered. n. Building courtyards are gated to limit entry during non-school hours.

EDSPECS for High Schools Chapter 9: Safety and Security Design Criteria

Safety and Security Section 901-2

o. Pay attention to the detail of skylights to deter unwanted entry through them. p. Bare walls have shrubbery in front of them to discourage graffiti. q. Visibility by school personnel of student and outdoor areas is a priority in planning. r. Provide the needed infrastructure for surveillance cameras for the common areas

(pedestrian mall, common areas, courtyards, parking lots, and playgrounds). s. Investigate the feasibility and cost of incorporation of an integrated alarm system within the

project. t. Investigate the feasibility and cost of providing accommodation to the air-conditioning

system to temporarily close off outside air should the school experience a hazardous fume situation.

u. Ensure that gas tanks are in a protected location from vandalism/abuse. Typically provide

bollards for protection from moving vehicles. v. Provide appropriate signage to communicate traffic information (authorized parking areas,

loading areas, direction of traffic, intended use, etc.) w. Provide non-rubbish bearing trees in the parking lots with controlled root systems. x. Provide chain link protective enclosure around exterior air-conditioning equipment.

END OF SECTION 901

Chapter 10 Traffic, Bus, and Parking Design Criteria

EDSPECS for High Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

Traffic Section 1001-1

Chapter 10 – Traffic, Bus, and Parking Design Criteria Section 1001 – Traffic

Traffic consultants are encouraged to view morning and afternoon traffic of a similar school before starting their design. Schools have unique traffic needs. a. The traffic consultant is to provide a traffic plan/instructions for the school’s administration

to follow when school opens. This gives the administrator a starting point for a traffic plan. b. Provide separation of buses and passenger vehicles whenever possible. c. Minimize conflicts with special consideration for pedestrian safety. d. Provide sidewalks of the appropriate width based on the designed pedestrian flow. e. Provide design barriers to minimize pedestrian walking through parking lot or other vehicle

pathways. Consider having walkways and convenient crossings for pedestrians to deter walking through the parking lots.

f. Provide containment mechanism for student loading and unloading (i.e. fencing or railing

with periodic openings) having students wait behind fencing or other barriers. (Kapolei Middle, Keaau Elem., and Campbell HS are examples).

g. Curbside loading and unloading on the right side of the vehicle is preferred. Loading curbs

should be painted yellow, with signage. Loading areas should be kept clear during peak loading and unloading time, i.e. between 7:00-8:00am, and 1:00-3:00pm. The area could double as visitor parking at other times.

h. Traffic lanes next to the loading and unloading area should allow no more that three

vehicles abreast. DOE wants only curbside loading/unloading with no loading between vehicles.

i. Design with no reversing by large vehicles, such as buses, vans, and delivery vehicles if

possible. j. Delivery areas should be kept away from student pedestrian traffic, especially if backing up

is required. k. Provide adequate loading and unloading areas for buses and passenger vehicles. Multiple

loading and unloading locations help spread the peak demand. l. The loading and unloading is closer to the exit than the entrance, to avoid bottleneck. This

is best done by site layout and not by school regulation. m. Traffic controls are to be used, such as stop signs, yield signs, speed bumps, stop wording

and stop bars written on the ground, no parking zone signage, yellow zone and red zone curbs, loading and unloading begin and end signs, painted pedestrian walkways and etc.

n. Use yellow for zones of loading and unloading and red for no stopping.



o. A stacking area may be considered for parents who come early to pick up students prior to their release from school. Possible solution could include designated area where parents could double park and wait behind teachers who are not leaving immediately after school.

p. Location of the rubbish bin should be considered in terms of vehicular and pedestrian

conflicts. q. The location of the large delivery truck loading should be considered, especially if their

timing conflicts with bus loading. r. When site is practical, make the school entrance and exits right turns only. Left turn tends

to be slow and backs up traffic. s. Good internal circulation is important. Prefer not to have to send vehicles off school

property to circle the lot. t. When necessary, locate bus farther out than passenger vehicles. Bus riders are captive

audience and thus a loss of convenience is easier to implement. Bus driver pickup and drop off is controlled by their contract.

u. Allow for future parking lot expansions. Temporary, special event parking on the field

should also be designed. v. ADA requirements must be met with good proximity to the entrance. At the same time, see

if it's possible to locate the ADA stalls strategically to best utilize the fact that these stalls are rarely occupied.

w. Space for sitting and shade could be considered for waiting area. x. Consideration should be given for sight distance for drivers to pickup their kids, and also

for administrator supervision purpose. y. If there is an adjacent county park, consideration should be given for student walking in

that direction which results in fewer kids being picked up. z. Simplify. Whenever possible, use one way traffic patterns. When using perpendicular

parking stalls, constricting the entrance and exits could promote single directional flow. aa. Consider the need for campus security when designing the parking lot. This includes

visibility, campus evacuation, etc. bb. Parking lot drainage should be considered. cc. Use bollards to protect bus shelters and keep vehicles out of access aisles. dd. Consider safe and functional locations for school name signage, school activity signboard,

recycle bin, garbage bins, and other deliveries. Parking lot should provide adequate spaces for the recycling bins function plus a stall space for user. Sight distance, vehicular and pedestrian conflicts are of primary concerns.

ee. Parking lighting should be considered. Design should locate light locations and include

conduits.



ff. Consideration should be given to supervision for loading and unloading. gg. Student parking shall be designed and located to be securable. hh. Student parking shall be separate from staff and visitor parking.

END OF SECTION 1001


Bus Safety Section 1002-1

Section 1002 – Bus Safety

a. In the selection of school sites, major consideration should be given to the safety of pupils riding school buses. School buses will be forced to utilize the roads in and around the school site plus public highways leading into the school area. High-density traffic flow near school exits and entrances due to the proximity of freeways, periodic commercial traffic or massive commuter traffic from industrial plants should be avoided. It must be recognized in many cases that the area designated for the school site has been selected prior to hiring an architect. It is suggested, therefore, that this information be issued to boards of education and municipal planning authorities alerting them to the dangers inherent in the process of site selection. It is also suggested that boards of education discuss the selection with the superintendent of schools, traffic engineers and the state office of school plant planning and solicit their help in evaluating possible school sites.

b. The location of the school plant on a site should be determined to provide a safe means of

entrance and egress for all pupils. When boards of education are considering school sites, the state, county and local roads servicing the area should have a minimum 30-feet paved width where loading and unloading is contemplated off the main thoroughfare. If it is necessary to load or unload pupils on the main thoroughfare in front of the school, at least a 40-feet wide paved road should be provided.

c. All school bus traffic should be considered as one-way traffic flow, preferably with the

service door side of the bus always next to the loading and unloading zone. d. Whenever possible, separate pickup and delivery points some distance from the teacher,

student parking areas should be designated for parents, service, teacher and administrative traffic. Accident inducing conditions are created by haphazard pickup and delivery of pupils in the bus loading zones, particularly during inclement weather.

e. Whenever possible, roads should not be constructed that completely encircle a school.

Areas that pupils must cross to engage in outside activities should be free of all vehicular traffic.

f. All school bus roads entering into or exiting from main arteries should have a 50 to 100-

feet-radius turn on inner edge of pavement. Within the school site, roads should have at least a 60-feet radius on inner edge of pavement on all curves. At least a 50-feet tangent section should be provided between reverse curves. In order to minimize driveway entrance and exit widths, island construction may be required. Driveway openings must conform to local requirements. Driveway openings on state highways should be approved by the state highway department.

g. Curbing, with suitable drainage, should be constructed on all roads utilized by school

buses within the school site. Consideration should be given to state highway department performance specifications. A minimum of 30-feet should be maintained for one-way traffic and 36-feet for two-way traffic. Roads should be wider on all curbs.

h. It is desirable to separate all parking areas, it might be advantageous if only the visitor

parking area were located in close proximity to the school. Care should be exercised in the placement of these areas to preclude the visitor from crossing the school bus traffic pattern.

i. In the construction of parking areas, it might be advantageous if only the visitor parking

area were located in close proximity to the school. Care should be exercised in the placement of these areas to preclude the visitor from crossing the school bus traffic pattern.


Bus Safety Section 1002-2

j. Prior to designing and laying out roads and parking lots, architects should consult with the school administration on the following items:

1. Total number of pupils and school personnel. 2. Number of present and projected pupils to be transported. 3. Number of buses. 4. Type of schedule.

(a) Staggered opening and closing times. (b) Single opening and closing times.

5. Extra-curricular activities that would necessitate use of school buses.

k. It is desirable to locate parked buses on school grounds to prevent glare from reflective surfaces of windows, doors and windshields from being transmitted to the pupils in the classroom.

l. Attention should be given in planning school bus parking, loading and unloading areas.

Parking should exclude the necessity for backing the bus. m. Sidewalk plans for pupils walking to school should eliminate crosswalks in front of the

buses. n. Architects’ plan for school buildings often include bus canopies. Such units are not

considered feasible for schools with large enrollments. Canopies are advantageous in schools attended by handicapped pupils. Height of the canopy should accommodate the highest school buses. Each canopy support post adjacent to the driveway curb should have a 3 foot minimum setback from the curb to minimize the possibility of crushing a pupil between the support post and arriving school buses.

o. For areas that will be constantly utilized by heavy school buses, the type of pavement and

base should conform to state highway department specifications. p. All roads within the school site should be graded to avoid configurations that could impair a

motorist’s vision. It is suggested that a maximum 5% grade be allowed on all roads and, at entrance and exit points, a maximum 2% grade be allowed. Blind corners and intersections should be eliminated. Trees and shrubbery planted on the school site should not obstruct a motorist’s vision.

q. Plans for the location of access and service roads should exclude conditions that would

require school buses to be backed on the school premises. r. All pupil loading and unloading should be provided for on the school site. s. Plans for loading facilities should include separate areas specially designed for

handicapped pupils. Attention should be given to entrance ramps and handrails. t. Plans for roads and loading areas should accommodate emergency vehicles which must

have access to the school at all times. u. Where necessary, traffic control devices should be provided to assist school traffic to enter

regular flow.

END OF SECTION 1002

Chapter 11 Landscape Design Criteria

EDSPECS for High Schools Chapter 11: Landscape Design Criteria

Planting and Irrigation System Section 1101-1

Chapter 11 – Landscape Design Criteria Section 1101 - Planting and Irrigation System

The purpose of landscaping should be to prevent erosion, provide shade, enhance opportunities for general cultural development, and to create an aesthetically pleasing environment that will promote pride in the school and community. Consideration should be given to the safety of the students and the maintenance of the plant material. Function and simplicity should be the criteria used to create the landscape design. A school’s landscaping should consist primarily of grassed areas with accent planting near the campus and buildings’ entries and at major gathering areas such as courtyards and outdoor stage or hula mound areas.

1101.1 Protection of Existing Trees

Trees existing on a site selected for construction or expansion of a school need to be evaluated for value of retention. If the tree has significant value in terms of size, health and appropriateness, it should be evaluated to be saved or relocated. Many times construction costs may override the effort to save an existing tree. If this happens, efforts to replace it should be taken. If a tree is to be saved, require a soil analysis and fertilize the trees accordingly over the root zone areas to increase tolerance to stress. Do not allow parking, movement, or storage of any vehicle or equipment within 10 feet of the tree’s canopy. Soil compaction over the tree’s root zone may kill the tree. Fence or tape off the root zone of the trees to be retained. Do not allow dumping of chemicals on the site. Do not allow cut, fill or other grade changes around the root zone of existing trees.

1101.2 Soils/Amendments

Imported Soil: Imported screened soil shall be screened (1/2-inch screen), natural, fertile, friable loam, with good structure. The soil shall be free of stones, noxious seeds, roots, sticks, weeds (especially nutsedge). Subsoil in any quantity, red humic latosol soils or types known as “Palolo Clay” or “Lualualei Clay” are unacceptable. Soil analysis providing the textural class of the soil is required.

Provide imported soil with sufficient quantities of available nutrients to support normal plant growth or amendable to support normal plant growth in accordance with the soil analysis recommendations. Soil analysis providing nutrient amendment recommendations is required.

1101.3 Soil and Site Preparation Materials

a. Fertilizer. Fertilizer shall be a standard commercial fertilizer containing the minimum

analysis and in physical form as specified. Fertilizer will be furnished in standard containers with the name, weight and guaranteed analysis of the contents clearly marked. When a complete fertilizer is specified, such as 5-10-5, the first number represents the percent of total nitrogen, the second number is the percent of available phosphoric acid, and the third number is the percent of available potash. The specific analysis and amount of the fertilizer to be used will be determined based on soil test results and recommendations.



b. Soil neutralizing agents. Lime (calcium carbonate), dolomitic lime (calcium carbonate and magnesium carbonate), aluminum sulfate, sulfur and/or any other soil neutralizing agents shall be agricultural type.

c. Organic Soil Conditioners are any soil supplement derived from organic material that physically stabilizes the soil, improves resistance to erosion, increases permeability to air and water, improves soil texture, increases resistance of the surface to crusting, eases cultivation or otherwise improves the physical quality of the soil.

1. The organic soil conditioner may be a compost or other fully stable organic material. Acceptable compost may be derived from natural organic sources such as food, plant or animal residuals, landscape debris and/or biosolids. Organic soil conditioners must contain a minimum of 50 percent post consumer organic waste food processing residuals and/or post consumer paper). The organic soil amendments may not include uncomposted sawdust or tree bark, nor be a cover crop grown primarily as a soil amendment. The organic soil conditioner shall not contain any treated or painted woods in any quantity, nor contain any resin, tannin, or other materials in quantities that would be detrimental to plant life

2. Compost and other fully stable organic soil amendments shall meet the following

criteria: (a) Compost and other fully stable organic soil conditioner may be brown, gray or

black in color. The compost or organic soil amendment may have an earthy odor but shall be free of any foul or putrefactive odor.

(b) The material must be free of live weed seed or other propagiles and have written proof of EPA minimum heating requirements of 55 degrees Celsius (55 C) for 3 days.

(c) The material must contain less than 0.5 percent foreign materials by weight. (d) The material will contain less than maximum limits of heavy metals established

by EPA 503. (e) The compost and organic soil conditioner shall pass through a 1/2 inch screen. (f) Compost must be mature and stable and should be “cured” for at least 30 days

prior to application. (g) The organic soil amendment must contain more than 50 percent organic material.

1101.4 Planting Soil Mixtures

a. Backfill Mix:

4 parts screened soil 1 part organic soil conditioner 1 part organic soil amendment 18 lbs. Gro-Power per cubic yard of mix

b. Light Weight Soil Mix:

1 part screened soil 1 part 3/8 inch minus black cinders 1 part organic soil amendment 20 lbs. Gro-Power per cubic yard of mix

Require submittal of 1 cubic.foot. of the specified pre-mixed light weight soil mix and a certified soil testing laboratory for soil weight testing. Contractor shall not place any light weight soil mix on the project site until the General Contractor and the Owner has reviewed test results and given the Contractor written notification to proceed.



c. Backfill Mix for Coconut Palms: 4 parts washed beach sand or black sand 1 part organic soil conditioner 15 lbs. Gro-Power per cubic yard of mix

1101.5 Plant Material

Trees should be planted for shade and to define spaces and entries. Shrubs and hedges should be used as accents at entries, screens for trash enclosures and electrical transformers, and to reinforce the boundaries of the school. Shrubs must be used cautiously to avoid creating dangerous hiding areas. Incorporate native Hawaiian plant materials that are suitable to the school’s climatic and geographical conditions. Native Hawaiian plants can be designed to support the learning environment with provision of plant identification signage along with classroom instruction of the cultural values. The selection of trees and shrubs should follow this criteria: 1. Plant selection should consider appropriate climate, form, ultimate size, color, and

maintenance. 2. Trees that are poisonous or thorny, break easily, have root systems above ground, or have

aggressive root systems should be avoided. 3. Trees with fruit may be used in selective areas where neatness is not a primary concern

and where fallen fruits will not interfere with mowing operations. 4. Keep all plant material a minimum of 2’-6” from building walls to ease maintenance of the

buildings and to keep moisture away from foundations.

1101.6 Inspections Provide for regular inspections during construction to include:

• Plant inspections prior to installation; • Inspection during soil placement to check proper grading; • Inspections during planting installation; • Pre-maintenance inspection; • Pre-final inspection at 90 days; • Final inspection at 120 days.

1101.7 Grass and Ground Covers

Grass should be the major ground cover on a school campus. Where slopes exceed 4:1, low-maintenance ground covers should be planted for erosion control and easier maintenance. Select grasses and ground cover types based on site location, climate, and function (high traffic vs. low traffic). Consider sun and shade factors when making selections for optimal plant growth.

1101.8 Sport Fields The largest management concern for sport fields is compaction because of the varied uses, frequency of use, and high intensity of use.

Controlling the detrimental effects of compaction is achieved in two ways: (1) construction with compaction resistant materials and (2) management techniques (maintenance), including careful scheduling and timely cultivation (aeration).



Planning a multi-use field is too important to be approached haphazardly. To avoid costly mistakes, all decisions should be made with the best advice possible. This usually means consulting with a non-biased, experienced sport turf agronomist or designer.

Safety and Playability: 1. Increase traffic tolerance, through compaction-reduction techniques; 2. Increase footing or traction, through dense, uniform, strongly knit turf; 3. Increase drainage and aeration rates; 4. Reduce drastic micro-topography changes (such as undulations or holes from settlement

of irrigation components and erosion around sprinkler heads etc.);

1101.9 Construction Techniques Sand-based root zone constructions are typically composed of 80 to 100 percent of specified sand with the remaining proportions of the mixture being composed of an organic component or a soil -organic mixture component. Soil Selection: if soil is used in the root zone mix, it shall have a minimum sand content of 60 percent, and a clay content of 5 percent to 20 percent.

Contour the sub grade so it conforms to the proposed finished grade, with a tolerance of one inch. The sub grade should be 18 inches below the planned finished grade and should be firmed to prevent settling. Care should be taken to ensure that the final sub grade base contours, within the overall slope, drain gravitational water to the nearest drain line.

1101.10 Mulching

Organic and inorganic mulches conserve water, reduce irrigation needs, control weeds, reduce soil temperature fluctuations, and provide many other positive benefits to the landscape. Organic mulches improve the structure of the soil and reduce compaction. Mulches should be applied at a uniform depth of 2 – 3 inches and replenished at least once a year. Use mulch around the bases of trees and shrubs instead of planting grass and ground covers right up to the base of the plants. Mulch around the base of trees and shrubs reduces the need for trimming and protect plants from potential damage by string trimmers and mowers.

1101.11 Irrigation

Water is the most critical factor in determining the growth and quality of a landscape. Separate planting zones of similar water needs for efficiency. Design the irrigation system to avoid run-off, puddling and overspray onto paved areas. Provide automatic irrigation systems with state-of-the-art technology including computer controlled systems, rain/moisture sensors, radio controllers, and drip and spray systems. Provide training for maintenance crew by manufacturer representatives. Designs should reflect full-coverage with an 80 percent spacing of sprinkler heads to accommodate areas where wind plays a factor in efficient coverage. To minimize dry spots due to windy conditions, use stream rotors and low angle heads where possible. In areas that area highly visible, use pop-up heads to minimize vandalism. Shrub spray heads may be used in areas that are not visible. In high-traffic areas, particularly near sidewalks and parking lots, the use flex pipe can minimize sprinkler head breakage.



Irrigation plans should include gallonage rates and proper operating pressures for each irrigation circuit. Materials All irrigation materials shall be new, without flaws or defects and of quality and performance specified. 1. Pipe:

a. Pressure Mains: 3 inch Schedule 40 PVC, ASTM D 1785. b. Laterals: 1/2 inch and 3/4 inch laterals. Class 315 PVC; 1 inch and larger laterals.

Class 200 PVC, SDR 26, ASTM D 2241 with integral solvent weld bell end, ASTM D 2672; solvent weld coupling, ASTM D 2466; or integral elastomeric seal coupler, ASTM D 3139.

c. Copper Pipe: Type K Copper Water tube. d. Exposed Pipe: UVR/PVC. e. Visible Pipe and Fittings:

(a) General: Integral gray . (b) Threaded Risers and Nipples: Schedule 80 PVC. (c) Other Risers and Fittings: Schedule 40 PVC, Type 1, solvent weld. (d) Cement: ASTM D 2564 or as recommended by the manufacturer. (e) Flexible Tubing: thick wall pipe or equal for flexible swing joints.

f. Sleeves: (a) 4 inches and Smaller: Schedule 80 PVC. (b) Larger than 4 inches: Class 315 PVC.

g. Conduit: Schedule 80 PVC.

2. Irrigation Heads: Provide lavender non-potable covers marked with “Do Not Drink!” for non-potable systems.

3. Valves

a. Gate Valves: American made 200 WOG brass with non-rising stem and threaded ends. b. Remote Control Valves: Brass body with a contamination-proof self-flushing screen

and pressure-regulating module. c. Quick Coupling Valves: Every 100 feet.

1101.12 Maintenance

The success of a landscape depends on a regular maintenance program. Because each school site is unique in terms of location, climate, design, and function, include an Operations and Maintenance Manual specific to the school which includes schedules for mowing, edging, pruning, mulching, trimming, irrigation maintenance, fertilizing, and herbicides. The manual should include the names of all plant material included in the design with information on growth habits, water requirements, pruning/trimming frequencies, fertilizer requirements, and other information helpful to the school’s maintenance staff.

END OF SECTION 1101

Chapter 12 Other Design Criteria

EDSPECS for High Schools Chapter 12: Other Design Criteria

Graphics and Signage Section 1201-1

Chapter 12 - Other Design Criteria Section 1201 Graphics and Signage

The design intent is to provide a standard campus-wide Signage system. This signage system shall conform to all building code requirements and signage standards for ADAAG. a. Ground Sign for School Identification: Provide a ground sign for identification of the

school. Area of the sign (sign/lettering) shall conform to all applicable building codes. Sign base and lettering shall be fabricated using exterior rated materials only. Copy/Letters shall be legible from a distance of 60 feet (1 inch of height =10’-0” of viewing distance). All lettering shall be in upper case format. The sign shall be located in proximity to the main entry/access of the school.

b. Building Identification: Each building shall have a minimum of one sign for building

identification purposes, if the building has more than one major access/entry, additional signs may be required. The sign shall be 1/4 inch thick cast aluminum plaque with raised copy and border, letter height shall be a minimum of 2-5/8 inch. All lettering shall be in upper case format. Sign shall be mounted adjacent to the main entry of the building. Sign shall be mounted with tamperproof fasteners.

c. Room Signs: A sign to identify each permanent room and/or space (Room Number, Room

Description, Restrooms, etc.) shall be provided in all buildings. Signs shall conform to all ADAAG (Section 4.1.2(7), 4.1.3 (16), 4.30) standards. These signs shall have raised and Braille letters, must comply with finish and contrast standards; and must be mounted at certain height and locations. Lettering shall be a minimum 5/8 inch in height, not to exceed 2 inches. All lettering shall be in upper case format. Materials used for fabrication/ installation of the signs shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Signs shall be mounted with tamperproof fasteners.

d. Miscellaneous Signs:

1. “FIRE EXIT” - Where a required illuminated “Exit” sign occurs, an additional companion “FIRE EXIT” sign mounted on the latch side of the door, shall be provided. This sign shall conform to all ADAAG (Section 4.1.2(7), 4.1.3 (16), 4.30) standards. This sign shall have raised and Braille letters, must comply with finish and contrast standards; and must be mounted at certain height and locations. Lettering shall be a minimum 5/8 inch in height. All lettering shall be in upper case format. All materials used for fabrication/installation of the sign shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Sign shall be mounted with tamperproof fasteners.

2. “FIRE EXTINGUISHER INSIDE”, “TOBACCO FREE”, “ROOM CAPACITY”, “NO

SMOKING”, “IN CASE OF FIRE…”- Signs shall be designed, fabricated and installed according to all appropriate building code and fire department regulations and ADAAG standards. All lettering shall be in upper case format. All materials used for fabrication/installation of the sign shall be exterior rated. Sign shall be mounted with tamperproof fasteners.

3. “SYMBOL OF ACCESSIBILITY”, “AREA OF RESCUE ASSISTANCE”- Sign shall

conform to all ADAAG (Section 4.1.2(7), 4.1.3 (16), 4.30) standards. This sign must comply with design, finish and contrast standards; and must be mounted at certain height and locations. All materials used for fabrication/installation of the sign shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Sign shall be mounted with tamperproof fasteners.


Graphics and Signage Section 1201-2

e. Typography 1. Helvetica Medium type shall be the standard typestyle used through out, except for the

ground sign, where a different typestyle may be selected. 2. Lettering shall be set by a professional typographer. All type shall be set on a Photo

typositor or equivalent equipment. 3. Regular Spacing for letters and words shall be used throughout. 4. Enlargements and reductions shall be made photographically from clean reproduction

proofs. Letter height shall refer to upper case letter, final height of letter may change depending on length of copy.

5. All copy shall either be silk-screened, raised tactile copy or individual letters. All signs/materials shall be rated and approved for exterior use.

f. Paints

1. All plaques that require painting shall be prepared to have a clean, dry and greaseless surface and spray painted with two (2) even opaque coats of automotive acrylic lacquer.

2. Surfaces to be silk-screened shall be clean and free of grease. Silk-screening enamels shall be produced by Naz Dar or equal.

g. Fasteners: All bolts, screws, expansion shields, toggle bolts, threaded rods, etc. shall be

of heavy duty rating, size and type shall be best suited for it’s intended purpose. All fasteners shall be stainless steel.

h. Installation of Signs

1. All signs shall be fabricated and installed in accordance to standards as set by

ADAAG, Section 4.1.2 (7), 4.1.3 (16) and 4.30 Signage, all signs with Braille shall be proofread prior to installation. Install the signs and components at the locations in accordance with ADAAG regulations. Ensure all permanent signs installed are mounted so that a person may approach within 3 inches of signage without encountering protruding objects or standing within the swing of a door.

2. All fasteners/adhesives that are used shall be the best suited for its intended purpose.

Manufacturer’s recommendations shall be followed when applying any fastener/ adhesives. Shields or mechanical fasteners shall be provided as required to suit the mounting conditions. When installed the signs be rigid in support and construction. Plaque type signs shall be mounted with tamperproof fasteners.

END OF SECTION 1201


Master Key System - Implementation Section 1202-1

Section 1202 Master Key System - Implementation

1202.1 New School Construction A master key system for new schools will be established during the first increment construction bidding via open bids. The following guidelines will constitute the desired key system:

a. Each room requiring security measure shall be provided with its individual key. b. All doors within a room shall be keyed alike. c. Each building or group of buildings will be provided with two master keys. d. All keyed cabinet doors within a room shall be master keyed. All sub-room doors shall

be keyed alike.

1202.2 New Buildings on Existing School Campus

Where a multiple key system exists on a campus, a selection will be made by the Office of Business Services, Department of Education, in consultation with the district offices, to determine which of the various brands will be adopted for the school master key system. The determination will be based on the predominance of any one brand already installed in those buildings that are incorporated in the master plan as part of its permanent set of campus facilities. Once the key brand preference is established, all future facilities construction will incorporate the determined brand and will be specified as such in the construction contract documents (closed specification item). The desired key system guidelines will be identical to those described under “New School Construction.”

1202.3 Old Buildings on Existing School Campus Should any of the existing permanent buildings have a key system other than the selected master key system, it will be left intact during its serviceable life span and changed to conform when it needs to be replaced from normal wear and tear. These buildings will then be re-keyed to conform to the selected master key system.

END OF SECTION 1202

Appendices

Appendix 1

High School Facilities Assessment and Development Schedule (FADS) with

Design Enrollment of 1,000 Students

4 FACILITIES ASSESSMENT and DEVELOPMENT SCHEDULE #

2 State of Hawaii FADS Department of Education #

Revised November 2006

SCHOOL NAME —2c NEW Aloha High YRE-MT No

DISTRICT: Name COMPLEX: Name Air-Con ? No

GRADE ORGANIZATION: BOTT: 9 TOP: 12 RAINFALL1000

CURRENT ENROLLMENT 10 MONTH ENROLLMENT = 1000

REGULAR ENROLLMENT n/a EDSPEC PERMANENT CLASSROOMS

SPEC ED ENROLLMENT GENERAL CLRM 19

PROJECTED SPECIAL EDUCATION FINE ARTS CLRM 2

ENROLMENT @ DESIGN 150 SCIENCE CLRM 4

MAX. ADJUSTMENT 9

SPED TCHR(S) or % ENROLL 15.0% SPEC ED —2c(12/CLRM) 13

DESIGN ENROLLMENT 1000 PERMANENT CR. 47 +5 Supp

REGULAR ENROLLMENT 850

SPECIAL ED @ 15.0% of DE 150 Supplementals Built as Permanent Clsrms

PEAK PORTABLES 5

TOTAL ALL CLRM 52 +5 Port

1.00

High School Facilities Assessment and Development Schedule

with Design Enrollment of 1000 Students Page 1 of 41

DESIGN ENROLLMENT Required Existing Selected Total New

1000 Credit Clrm No. % sf 9 Clrms Clrm

B.O.E. PROGRAM DEVELOPMENT ( 9-12)

Language Arts 4 6 0 6 6

Mathematics 3 4 0 4 4

Social Studies 4 6 0 6 6

Guidance 1/2 1 0 1 1

Health 1/2 1 0 1 1

Physical Education 1 1 0 1 1

Foreign Lang. & Electives 0 0 0

Arts & Crafts (0.71 Clrm) 1/2 1 0 1 150 (1ct) 2 2

Music (0.71 Clrm) 1/2 1 0 1 150 (1ct) 2 2

Family & Consumer Science 0 2 300 (1ct) 2 2

Business Education 0 1 150 (1ct) 1 1

Agriculture 0 0 0

Industrial Arts 0 2 300 (1ct) 2 2

Science 3 4 0 2 300 (4ct) 6 6

Special Education 13 0 0 13 13

TOTAL PERMANENT 38 0 9 47 47

Supplemental Program Classrooms 5 0 5 5

Plus Peak Portables 5

17 0 57 57

EDUCATIONAL PROGRAM GRAPHIC Incl. (5) Portables

Special Ed (13 )

Science (6 )

Ind Arts (2 )

Agriculture (0 )

Bus Ed (1 )

Home Econ (2 )

Music (2 )

Arts/Crafts (2 )

Foriegn Lang &

Electives (0 )

Phy Ed (1 )

Guidance(1 )

Health(1 )

Soc Sci (6 )

Math (4 )

Lang Arts (6 )

0

2

4

6

8

10

12

14

6



Max School Area = 159042 NEW Unit Ed Spec Existing + NEW Total

COMPONENT: WORK Area Area Area - Flr Area Area

Selected Area = EDSPEC BUDGET $ PROJECT:

School Summary - Classrooms

GEN CLASSROOM(S)

General Classroom "A" 19 980 18620 0 —2ce 18620 18620

General Classroom "B" 0 0 0

ELECTIVE CLRM(S)

Foreign Language 0 1200

News / Yearbook 0 1650 0 0 0 0

Dance/Theater 0 1960 0 0 0 0

ARTS & COMM

Arts & Crafts [—2c—i1˜] 1 2000 2000 0 —2ce 2000 2000

Drawing & Painting [—2c—i1˜] 1 1700 1700 0 —2ce 1700 1700

Photography 0 1660 0 0 0 0

MUSIC]

Band [—2c—i1˜] 1 3820 3820 0 —2ce 3820 3820

Choral [—2c—i1˜] 1 1925 1925 0 —2ce 1925 1925

Music Common Areas 1 725 725 0 —2ce 725 725

BUSINESS ED.

0 0 0 0 0 0

Small Business Clrm 0 1400 0 0 0 0

0 0 0 0 0 0

Large Business Clrm [—2c—i1˜] 1 1600 1600 0 —2ce 1600 1600

NATURAL RESOURCES

Horticulture 0 1750 0 0 0 0

Ag Technology 0 4395 0 0 0 0

—iMINIMUM PERMANENT CLRM(S) REQUIRED BY EDSPEC 47 PERMANENT CLRMS REQUESTED BY SCHOOL PLAN 52




COMPONENT: WORK Area Area Area - Flr Area Area CLASSROOM SUMMARY CONTINUED

|:: Selected Area = EDSPEC BUDGET $ PROJECT:

School Summary - Classrooms

INDUSTRIAL ARTS

Media Arts & Technology 0 3610 0 0 0 0

Design & Engineering 0 2360 0 0 0 0

Electronics & Computer Sys [—2c—i1˜]1 4210 4210 0 —2ce 4210 4210

Transportation Systems 0 6090 0 0 0 0

Manufacturing 0 4100 0 0 0 0

Building/Construction [—2c—i1˜] 1 4240 4240 0 —2ce 4240 4240

Vocational Tech 0 2950 0 0 0 0

Family & Consumer Science

Family Living/Food Science [—2c—i1˜]1 2000 2000 0 —2ce 2000 2000

Food Service Lab 1 2240 2240 0 —2ce 2240 2240

Clothing Laboratory 0 1950 0 0 0 0

SCIENCE

General Science 0 2160 0 0 0 0

Biology/Marine Sci [—2c—i2˜] 2 2160 4320 0 —2ce 4320 4320

Chemistry [—2c—i2˜] 2 2260 4520 0 —2ce 4520 4520

Physics/Earth Sci [—2c—i2˜] 2 2260 4520 0 —2ce 4520 4520

0 0 0 0 0 0

SPECIAL EDUCATION

Self Contained "X" [—2c—i4˜] 4 1880 7520 0 —2ce 7520 7520

Self Contained "Y" [—2c—i2˜] 2 1240 2480 0 —2ce 2480 2480

Resource [—2c—i7˜] 7 980 6860 0 —2ce 6860 6860

OPTIONAL PROG(S)

Supplemental Permanents 5 980 4900 0 —2ce 4900 4900

—iMINIMUM PERMANENT CLRM(S) REQUIRED BY EDSPEC 47

PERMANENT CLRMS REQUESTED BY SCHOOL PLAN 52

END of CLASSROOM SUMMARY -




COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC BUDGET $ PROJECT:

—5FEx School Summary - New Support —7FNew Area: (+/-) Excess/Deficit, (e) EDSPEC

Administrative Center 1 11165 —2ce 11165 11165

Library Media Center 1 7698 —2ce 7698 7698

Cafeteria/Multipurpose 1 14650 —2ce 14650 14650

Kitchen ((Conv) 1 2929 —2ce 2929 2929

Custodial Service Center 1 600 —2ce 600 600

Faculty Center 2 980 1960 0 —2ce 1960 1960

Computer Resource Center 2 1200 2400 0 —2ce 2400 2400

Itinerant Special Educat'n 1 330 0 —2ce 330 330

Teacher Center(s) 0 0

0 1200 0 —2c- 0 0

PE Locker Shower 1 8780 —2ce 8780 8780

Athletic Locker Shower 1 10050 —2ce 10050 10050

Gymnasium 1 20280 —2ce 20280 20280

Adult Education Center 0 0 0

Auditorium (optional) By Design 0 0

Staff Parking (DE/8) Stalls 1/8 125 0 125

Visitor Pkg (5 Stalls/499 DE) Stalls 15 0 15

Student Pkg (no. of stalls to be determined per local conditions on a school by school basis)

COMPLETE SCHOOL SUMMARY

SCHOOL AREA 159042 0 159042 159042

TOTAL CLASSROOM AREA

BOE Program Clrms Edspec 73300 0 73300 73300

Optional Classrooms Edspec 0 0 0 0

Supplemental Clrms Edspec 4900 0 4900 4900

78200 0 78200 78200

0

TOTAL SUPPORTS AREA

BOE Support Facilities Edspec 80842 0 80842 80842

Optional Support Facl. Edspec By Design 0 0 0

80842 0 80842 80842

The Unit areas and ED SPEC areas shown on the school summary and on the individual

facility component tables are net Educational Program and School Support floor

areas and do not include area required for building structure, systems, service enclosures,

auxiliary rooms, corridors, and passageways unless specifically shown otherwise in the

tables.

—iTHIS SCHOOL DOES NOT QUALIFY FOR COVERED WALKWAYS





|:: Selected Area = EDSPEC Classroom "A": PROJECT:

General Classroom "A" 19 Total General Classroom "A"

General Classroom 1928 pupil activity area 1 530 530 53012 pupil Activity area 1 175 175 175Individual activity area 1 80 80 80Teacher station 1 60 60 60Circulation area 1 135 135 135

000

Area General Classroom "A" 980 980

Area All New General Classroom `A' 18620 18620


General Classroom "A" Notes and Comments





|:: Selected Area = EDSPEC Classroom "B": PROJECT:

General Classroom "B"

General Classroom 0

28 pupil activity area 1 530 530 —b—2c-

12 pupil Activity area 1 175 175 —b—2c-

Individual activity area 1 80 80 —b—2c-

Teacher station 1 60 60 —b—2c-

Circulation area 1 135 135 —b—2c-

Area General Classroom "B" 980 0

Area All New General Classroom "B" 0


General Classroom "B" Notes and Comments





|:: Selected Area = EDSPEC All Special Ed: PROJECT:

Special Education 13 Total Special Education Classrooms

Self-contained clrm "X" 4

Large Group Area 1 530 530 530

Small Group / Motor Develop. 1 460 460 460

Technology 1 60 60 60

Home Living 1 250 250 250

Food Service Area 1 250 250 250

Restroom 2 70 140 140

Shower 1 50 50 50

Laundry 1 80 80 80

Teacher Station 1 60 60 60

Carport 1 480 480 Outdoor

Area of Self Contained TYPE "X" 1880 1880

Self-contained clrm "Y" 2

Lecture area 1 750 750 750

Home Living Area 1 270 270 270

Bathrooms & Shower 1 220 220 220

Area of Self Contained TYPE "Y" 1240 1240

Special Education 13 Total Special Education Classrooms

Special Education Resource: 7

Lecture area 1 520 520 520

Small group activity area 1 400 400 400

Teacher Station 1 60 60 60

Area of Resource Classroom 980 980

Itinerant Services Room 1

Small Group Meeting 1 330 330 330

Area of Itinerant Services 330 330

Total All Self Contained "X" 4 1880 7520 0 7520

Total All Self Contained "Y" 2 1240 2480 0 2480

Total All Resource Services 7 980 6860 0 6860

Itinerant —2c(Support Area) 1 330 330 0 330

Total All New Special Education 16860 16860


Special Education Notes and Comments





|:: Selected Area = EDSPEC Horticulture: PROJECT:

Natural Resources 0

Horticulture 0

Classroom Area 1 980 980 —b—2c- 0

Teacher office 1 110 110

Restroom/Shower 1 90 90

Boys' Shower / Locker / Toilet 1 160 160 —b—2c-

Girls' Shower / Locker / Toilet 1 160 160 —b—2c-

Lath house 1 800 800 Outdoor 800

Mist house 2 32 64 Outdoor 64

Lumite Green House 1 800 800 Outdoor 800

Controlled Environment Hse 1 1500 1500 Outdoor 1500

Soil Bins 4 100 400 Outdoor 400

Equipment shed 1 170 170 —b—2c-

Oil and gas storage room 1 80 80 —b—2c-

0

Outdoor Planting Area 1 10000 10000 Outdoor 10000

Composting Area 1 60 60

Indoor Area of Agriculture Clrm 1750 0

Total All New Indoor Horticulture 0 0


Natural Resources Notes and Comments





|:: Selected Area = EDSPEC Technology: PROJECT:

Natural Resources 0

Agricultural Technology 0

Classroom Area 1 980 980 —b—2c-

Teacher's Office 1 90 90 —b—2c-

Teachers Restroom/Shower 1 90 90 —b—2c-

Farm Shop 1 2160 2160 —b—2c-

Boys' Shower / Locker / Toilet 1 260 260 —b—2c-

Girls' Shower / Locker / Toilet 1 260 260 —b—2c-

Fertilizer / Insecticide Room 1 80 80 —b—2c-

Produce & Killing Room 1 255 255 —b—2c-

Feed / Brooder Room 1 220 220 —b—2c-

Controlled Environment Hse 1 1500 1500 Outdoor 1500

Outdoor Planting Area 1 10000 10000 Outdoor 10000

Swine Pens 1 200 200 Outdoor 200

Poultry Shed 1 270 270 Outdoor 270

Animal & Crop Area 1 9530 9530 Outdoor 9530

Indoor Area of Agric Tech Clrm 4395 0

Total All New Indoor Agr Technology 0 0


Natural Resources Notes and Comments





|:: Selected Area = EDSPEC All Art Ed: PROJECT:

Art Education 2 Total Art Education Classrooms

Drawing and Painting 1

Classroom Area 1 1390 1390 1390

Storage Room 1 180 180 180

Computer Area 1 130 130 130

0

Area of Drawing & Painting Classroom 1700 1700

Arts & Crafts 1


KIln Room 1 140 140 140


0

0

0

Area of Arts & Crafts Classroom 2000 2000

Photography 0


Printing Room 1 500 500 —b—2c-

Drying Room 1 20 20 —b—2c-

Film-Processing Room 1 100 100 —b—2c-

Storage Room 1 60 60 —b—2c-

Area of Photography Classroom 1660 0

Total All Drawing & Paint'g 1 1700 0 1700

Total All Arts & Crafts 1 2000 0 2000

Total All Photography 0 0 0

Total All New Art Classroom(s) 3700 3700


Art Education Notes and Comments





|:: Selected Area = EDSPEC All Bus. Ed: PROJECT:

Business Education 1 Total Business Education Classrooms

General Business 0

General Classroom 1 980 980

Area of General Business 980

0

1 0

0

Small Business Classroom 0


Storage Area 1 200 200 —b—2c-

Area of Small Business Clrm 1400 0

Large Business Classroom 1


Duplicating Area 1 130 130 130

Transcription Keypunch Area 1 170 170 170

Storage Area 1 100 100 100

Area of Large Business Clrm 1600 1600

C O N T I N U E D


Business Education Notes and Comments

Alternate Support Components for Large Business Classroom may include:

Sales & Display 110 sf

Model Store 180 sf

Coordinator's Off. 110 sf

Subtotal Area 400 sf + 1200 sf = 1600 sf





|:: Selected Area = EDSPEC Family Living: PROJECT:

Family & Consumer Sc 2 Total Family & Consumer Sc Classrooms

Family Living/Food Science 1

Lecture Area 1 860 860 860

Child Care Area 1 380 380 380

Dining / Living Area 1 160 160 160

Food Preparation Area 1 160 160 160

Home Nursing Area 1 100 100 100

Multi-Purpose Storage Rm 1 80 80 80

Laundry Room 1 60 60 60

Bathroom 1 70 70 70


0

0

Area of Family Lliving 2000 2000

Clothing Laboratory 0

Lecture Area 1 860 860 —b—2c-

Clothing Construction Area 1 450 450 —b—2c-

Garment Industry Training 1 300 300 —b—2c-


Fitting Room 1 70 70 —b—2c-

Laundry Room 1 60 60 —b—2c-

Computer Area 1 130 130 —b—2c-

Area of Clothing Laboratory 1950 0

C O N T I N U E D


Family & Consumer Sc Notes and Comments





|:: Selected Area = EDSPEC Food Lab: PROJECT:

Family & Consumer Sc 2 Total Family & Consumer Sc Classrooms

Food Service Laboratory 1

Lecture/Dining/Computer Area 1 940 940 940

Food Preparation Area 1 880 880 880

Food Service Training Area 1 200 200 200



0

0

0

Area of Food Service Lab 2240 2240

Total All Family Living 1 2000 0 2000

Total All Cloth Laboratory 0 0 0

Total All Food Service Lab 1 2240 0 2240

Total All New Home Economics Clrm(s) 4240 4240


Family & Consumer Sc Notes and Comments




COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC Manufact PROJECT:

Industrial Art Education 2 Total Industrial Art Education Classrooms

Manufacturing 0

32 pupil classroom 1 980 980 —b—2c-

Office 1 110 110 —b—2c-

Supplies/Parts/Tool room 1 155 155 —b—2c-

Bench metalwork area 1 810 810 —b—2c-

Hot metalwork area 1 130 130 —b—2c-

Machine toolwork area 1 700 700 —b—2c-

Project storage rooms 6 90 540 —b—2c-

Materials storage room 1 160 160 —b—2c-

Welding room 1 120 120 —b—2c-

Compressor room 1 35 35 —b—2c-

Locker & toilet rooms:

Girls' (16 pupil) 1 180 180 —b—2c-

Boys' (16 pupil) 1 180 180 —b—2c-

Area of Manufacturing Shop 4100 0

Total of All New Manufacturing Shop(s) 0 0


Industrial Art Education Notes and Comments




COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC B & C PROJECT:


Is this for Components Only? NO

Building & Construction 1

32 pupil classrooms 1 980 980 0 980

Office 1 110 110 110

Supplies/Parts/Tool room 1 155 155 155

Bench woodwork area 1 1080 1080 1080

Machine woodwork area 1 700 700 700

Project storage rooms 6 90 540 540

Materials storage room 1 160 160 160

Finishing room 1 120 120 120

Compressor room 1 35 35 35

Locker & toilet rooms:

Girls' 1 180 180 180

Boys' 1 180 180 180

0 Area of B & C Shop 4240 4240

Total of All New Woods Shop(s) 4240 4240Selected Area = EDSPEC BUDGET $ PROJECT:





COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC Media Arts: PROJECT:


Media Arts & Technology 0

Classroom 1 980 980 —b—2c-

Office 1 110 110 —b—2c-

Supply / Parts Room 1 120 120 —b—2c-

Press Area 1 780 780 —b—2c-

Composing Area 1 640 640 —b—2c-

Planning Area 1 380 380 —b—2c-

Stockroom 1 200 200 —b—2c-

Photo Laboratory 1 200 200 —b—2c-

Girls' Lockers 1 100 100 —b—2c-

Boys' Lockers 1 100 100 —b—2c-

0

Area of Media Arts & Tech. 3610 0

Total All New Media Arts & Tech. 0 0



If digital and electronic media are implemented, areas and need to be re-described and re-arranged.




COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC Draft & Eng: PROJECT:


Design & Engineering 0

Drafting & Engineering Area 1 1650 1650 —b—2c-

Model Building Area 1 400 400 —b—2c-

Office 1 110 110 —b—2c-

Equipment / Supply Room 1 200 200 —b—2c-

Area of Design & Engineering 2360 0

Total All New Design & Eng Clrm(s) 0 0






COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC Electronics PROJECT:


Electronics & Computer Sys 1

Classroom 1 980 980 980

Office 1 110 110 110

Supply / Parts Room 1 120 120 120

Communication Room 1 120 120 120

Testing Room 1 200 200 200

Project Storage Room 6 90 540 540

Computer Lab 1 400 400 400

Bench Working Area 1 1310 1310 1310

Girls' Locker / Toilet 1 180 180 180

Boys' Locker / Toilet 1 180 180 180

Teacher Toilet 1 70 70 70

0

0

Area of Electronics 4210 4210

Total All New Electronics Shop 4210 4210







|:: Selected Area = EDSPEC Transp. PROJECT:


Transportation Systems 0

Classroom 1 980 980 —b—2c-

Office 1 110 110 —b—2c-

Supply & Parts Room 1 90 90 —b—2c-

Component Parts Service Area 1 418 418 —b—2c-

Automotive Stalls 3 520 1560 —b—2c-

Automotive Area 1 430 430 —b—2c-

Automotive Hoist Area 1 742 742 —b—2c-

Spray Booth 1 670 670 —b—2c-

Tool Room 1 90 90 —b—2c-

Testing Room 1 120 120 —b—2c-


Compressor Room 1 60 60 —b—2c-

Flammable Storage Room 1 90 90 —b—2c-

Student Locker / Toilets 2 270 540 —b—2c-

Teacher Toilet 1 70 70 —b—2c-

Total All Transp. Shop(s) 6090 0



Outdoor Service Area = 1440 sf





|:: Selected Area = EDSPEC Vocation Tech: PROJECT:


Vocational Technology 0

Technology Area 1 1800 1800 —b—2c-

Building Area 1 800 800 —b—2c-

Material Storage 1 240 240 —b—2c-

Teacher Office 1 110 110 —b—2c-

Area of Vocational Technology 2950 0

Total All New Vocational Technology 0 0







|:: Selected Area = EDSPEC All Music: PROJECT:

Music (Choral & Band) 2 Total Music (Choral & Band) Classrooms

Choral room 1

80 pupil main choral room 1 1440 1440 1440

Choral office 1 185 185 185

Robe Storage 1 150 150 150


Area of Choral Room 1925 1925

Band room 1

100 pupil main instrument rm 1 2500 2500 2500

Instrument practice room 3 115 345 345

Instrument ensemble room 1 300 300 300

Instrument repair & stor. 1 340 340 340

Band office 1 185 185 185


Area of Band Room 3820 3820

Common facilities 1

Library 1 125 125 125

Vestibule 1 160 160 160

Mechanical/Elec/Comm room 1 0 Area by designer

Toilet (boys/girls) 2 200 400 400

Janitor's closet 1 40 40 40

0

Area of Common Facilities 725 725

Area of Common Facilities 1 725 0 725

Area of Choral Room 1 1925 0 1925

Area of Band Room 1 3820 0 3820

Total of All Music 6470 6470|:: Selected Area = EDSPEC BUDGET $ PROJECT:

Music (Choral & Band) Notes and Comments




COMPONENT: WORK Area Area Area - Flr Area Area|:: Selected Area = EDSPEC All Science: PROJECT:

Science 6 Total Science Classrooms

General Science 0 Lecture / Lab Room 1 1920 1920 —b—2c- Teacher prep room 1 240 240 —b—2c-Area of Classroom / Lab 2160 0 Outdoor lath house (Option)

Lath House 1 270 270 —b—2c-Area of Lath House 270 0Biology / Marine Science 2 Lecture / Lab Room 1 1920 1920 1920

Teacher Prep Room 1 240 240 240Area of Biology / Marine Science 2160 2160

Chemistry 2

Lecture / Lab Room 1 1920 1920 1920

Fume Hood & Special Projects 1 100 100 100

Teacher Prep Room 1 240 240 240

Area of Chemistry 2260 2260

Physics/Earth Science 2

Lecture / Lab Room 1 1920 1920 1920

Light/Sound & Special Projects 1 100 100 100

Teacher Prep Room 1 240 240 240

Area of Physics/Earth Sci. 2260 2260

0

0

0

0

All General Science 0 0 0

All Biology / Marine Science 2 4320 0 4320

All Chemistry 2 4520 0 4520

All Physics/Earth Science 2 4520 0 4520

0 0 0

Total of All Science Classrooms 13360 13360


Science Notes and Comments





|:: Selected Area = EDSPEC All Electives: PROJECT:

Electives 0

Newswriting and Yearbook 0

Classroom / Lecture Area 1 1100 1100 —b—2c-

Typing /Computer Area 1 250 250 —b—2c-

Darkroom 1 160 160 —b—2c-

Storeroom 1 140 140 —b—2c-

Area of Newswriting/Yearbook 1650 0

Dance / Theater 0


Area of Dance/Theater 1960 0

Total Area of Elective Classrooms 0 0


Electives Notes and Comments





|:: Selected Area = EDSPEC Optional Prog: PROJECT:

Optional Programs 5 Total Optional Programs Classrooms

Supplemental Permanents 5

Classroom / Lecture Area 1 980 980 980

0

0

Area of Supplemental Permanents Classroom 980 980

0 0


0

0 0


0

Total All Optional Programs(s) 4900 4900


Optional Programs Notes and Comments





|:: Selected Area = EDSPEC Administration: PROJECT:

Administrative Center 1

1000 Shared Adminstrative Center DE

Principal's office 1 200 200 200

Vice-Principal's office 2 200 400 400

200 0 0

General office: 1 485 485 485

0 0

FMS 1 100 100 100

Duplicating room 1 200 200 200

Storage room 1 240 240 240

Receiving area 1 150 150 150

Lobby 1 240 240 240

Staff conference room 1 240 240 240

Registrar's Office 1 120 120 120

Registrar's Workroom 1 800 800 800

Health service: 0

Treatment room 1 170 170 170

Recovery room 1 200 200 200

Nurse's station/waiting area 1 150 150 150

Restroom with shower 1 90 90 90

Counselor's office 3 140 420 420

Special Services / Conf. Rm 1 260 260 260

Student Activities Coordinator 1 140 140 140

Student Activites Room 1 900 900 900

Student Activites Store 1 120 120 120

College and Career Counseling 1 900 900 900

Staff lounge 1 220 220 220

Men's & Women's toilet 2 70 140 140

Custodial closet 1 40 40 40

Hallway/waiting alcove 1 860 860 860

PCNC 1 350 350 350

CSSS * 1 2500 2500 2500

SSC/EA ** 1 330 330 330

Safety Office 1 200 200 200

Communications Room 1 Area by Designer

Electrical / Mechanical Room 1 Area by Designer

Total Area of Admin Center 11165 11165

* Comprehensive Student Suport Services (CSSS )

Conference Rooms 2 @ 350 700 sf

Offices 6 @ 170 1020 sf

Lobby & Reception Area 1 @ 200 200 sf

Work Production / Storage 1 @ 280 280 sf

Restrooms (1 Adult, 1 Student) 2 @ 60 120 sf

Circulation Space 1 @ 180 180 sf

2500 sf

** Student Suport Coordinator/Educational Assistant (SSC/EA) 330 sf





|:: Selected Area = EDSPEC Adult Ed Cntr PROJECT:

Adult Education Center

0

Adult Education Center For an enrollment of:

General Office 1 290 290 —b—2c-

Workroom 1 100 100

Storage 1 190 190

Lobby 1 150 150

Principal's Office 1 200 200

Vice-Principal's office 0

Registrar's Office 1 170 170

Counselor's Office 0

Men's & Women's Toilet 2 70 140

Confernce Room 1 225 225

Hallway Circulation by designer

Total Area of Adult Education Center 1465 0


Adult Education Center Notes and Comments





|:: Selected Area = EDSPEC Dining & Cust: PROJECT:

Dining/Multi-Purpose 1

Design Enrollment (DE) 1000 Shared Dining/Multi-Purpose DE

Student Dining Room 1 12000 12000 12000

0-300 3600

301-1000 DEx12

1001-2000 12000

2001-up DE*6

Permanent Stage Area 1 990 990 990

Chair Storage 1 250 250 250

Amplifier Area 1 70 70 70

Hallway 1 Area by Designer 0

Boy's Dressing/Storage Room 1 180 180 180

Girl's Dressing/Storage Room 1 180 180 180

Boy's Toilet 1 70 70 70

Girl's Toilet 1 70 70 70

Custodial Closet 1 40 40 40

Staff Dining Room 1 800 800 800

Total Area Cafe/Multipurpose 14650 14650

C O N T I N U E D


Custodial Service Center 1

Custodial Service Center 1

Off/stor./repair area 1 290 290 290

Locker area 1 60 60 60

Tool room 1 160 160 160

Restroom w/ Shower 1 90 90 90

0

Total Area Custodial Service Center 600 600

Total Area Custodial Service 600 600

Total Area Cafe/Multipurpose 14650 14650

Total Area Cafe & Custodial 15250 15250





C O N T I N U E D

|:: Selected Area = EDSPEC Conv Kitchen: PROJECT:

Food Service - Kitchen 1 CONVENTIONAL KITCHEN FOR: 1000

SERV - CONV - PREP ?? Conv

Food preparation area 1 915 915 915

Dry Storage 1 375 375 375

Walk-in Refrigerator 1 120 120 120

Walk-in Freezer 1 120 120 120

Serving area 1 576 576 576

Tray Return Area 1 200 200 200

Can Wash Area 1 50 50 50

Pot & Pan Area #1 1 108 108 108

Pot & Pan Area #2 - - --- ---

Transport Cart Storage Area - - --- ---

Office 1 100 100 100

Lockers and toilets 2 100 200 200

Utility and broom-linen closet 1 165 165 165

Heater room 1 Area by Designer

Electric & Compressor Rooms 2 Area by Designer

Dishwashing —2b(Y or N) ==>n

Total Area of Kitchen 2929 2929


Cafetorium/Multi-Purpose Notes and Comments






Library Media Center 1

1000 Shared Library/Media Center DE

Office 1 132 132 132

Large group area:

Circulation desk 1 286 286 286

Reading/study/bookstack 1 1716 1716 1716

Periodical 1 266 266 266

Resource Centers 3 550 1650 1650

Student conference 1 252 252 252

Video Production Room ** 1 150 150 150

Workroom/production room: 1 800 800 800

Prof. Staff & mat. area 1 336 336 336

Storage room 1 270 270 270

Custodial closet 1 40 40 40

Staff toilet 2 75 150 150

Media control center 1 450 450 450

Tech Coordinator Office 1 400 400 400

Multi-Media Production Room 1 650 650 650

Signal processing room 1 150 150 150

Total Area Library Media Cntr 7698 7698


Library Media Center Notes and Comments

Provide (1) Mechanical Room and (1) Electrical Room with areas by designer

** Area for Video Production Room (150 sf) taken from Reading/Bookstack.





|:: Selected Area = EDSPEC Faculty Center: PROJECT:

Faculty Center 2 Total Faculty Center(s)

Faculty Center 2

Work area 1 250 250 250

Lounge area 1 170 170 170

Gen. cr storage room 1 420 420 420

Staff restrooms 2 70 140 140

0

0

0

0

Area of Faculty Center 980 980

Total All New Faculty Center(s) 1960 1960


Faculty Center Notes and Comments





|:: Selected Area = EDSPEC Computer Ctr: PROJECT:

Computer Resource Cntr 2 Total Computer Resource Cntr(s)

Computer Resource Center 2

General requirements

Group activity area 4 225 900 900

Common activity area 1 100 100 100

Circulation area 1 200 200 200

0

0

0

0

Area of Computer Center 1200 1200

Total All New Computer Centers 2400 2400


Computer Resource Cntr Notes and Comments





|:: Selected Area = EDSPEC Teacher Cntr: PROJECT:

Teacher Center (YRE-MT) FOR YRE-MT PROGRAM ONLY

NUMBER OF CENTERS "A" -1

Teacher work stations (Each) 1 60 60 60 60

Conference room ( / Station) 1 20 20 20 20

Storage ( / Station) 1 50 50 50 50

Area of Teacher Center 130 SF / Tchr #NAME? 130

NUMBER OF CENTERS "B" 1 SCHOOL OPTIONS FOR TEACHER CENTER(S)

Teacher work stations (Each) 1 60 60 60 60

Conference room (Each) 1 20 20 20 20

Storage (Each) 1 50 50 50 50

Area of Teacher Center 130 SF / Tchr EXCESS = 130 130

EDSPEC PROVIDES NO SQFT OF CENTER AREA / CORE TEACHER

##

Area of All New Teacher Center(s) 0


Teacher Center (YRE-MT)Notes and Comments

Provide a total of ( 0 ) teacher stations based on a Single Track Program.

If more than one Teacher Center is provided reduce the number of stations per center

proportionately.

Locate Teacher Work Center near Faculty Center(s)





|:: Selected Area = EDSPEC Language Lab: PROJECT:

Language Laboratory

All Existing areas counted

Language Laboratory

Laboratory Area 1 1160 1160 —b—2c- 0

Recording Room 1 40 40 —b—2c- 0

Area of Language Laboratory 1200 0

Total Area of Language Laboratory(s) 0 0


Language Laboratory Notes and Comments





|:: Selected Area = EDSPEC All PE Lckr/Sh: PROJECT:

P.E. Locker/Shower (Girl) 1

Girls' locker/shower 1

Locker room 1 1040 1040 1040

Individual shower stall 24 40 960 960

0 0 0 0

Shower booth (ADA) 1 60 60 60

PE office 1 110 110 110

Faculty/locker/shower/toilet 1 90 90 90

Toilet area 1 150 150 150

Towel/supply storage 1 275 275 275

General storage 1 325 325 325



0

Area of New Girls PE Lckr / shwr 3350 3350

C O N T I N U E D

Selected Area = EDSPEC All PE Lckr/Sh: PROJECT:

P.E. Locker/Shower (Boy) 1

Boys' locker/shower 1

Locker room 1 1040 1040 1040

Individual shower stall 24 40 960 960

0 0 0 0

Shower booth (ADA) 1 60 60 60

PE office 1 110 110 110

Faculty/locker/shower/toilet 1 90 90 90


Towel/supply storage 1 275 275 275

General storage 1 325 325 325



0

Area of New Boys PE Lckr / shwr 3350 3350





C O N T I N U E D


P.E. Locker/Shower (Com) 1

Common Areas 1

Laundry room 1 160 160 160

Heater/elec. room 1 Area by Designer 0

Fitness room 1 1800 1800 1800

First-Aid room 1 120 120 120

0

Area of New Common PE Lckr / Shwr 2080 2080

Area of Comm PE Lckr / Shwr 2080 2080

Area of Girls PE Lckr / shwr 3350 3350

Area of Boys PE Lckr / shwr 3350 3350

Total Area of PE Lckr / Shwr 8780 8780


P.E. Locker/Shower Notes and Comments





|:: Selected Area = EDSPEC All Athletic Lkr: PROJECT:

ATHLETIC Lk/Shwr (Boy) 1

Boys' locker/shower 1

Coach's Office 1 110 110 110

Locker / Shower / Toilet 1 90 90 90

Locker Room / Meeting Area 1 990 990 990


Drying Room 1 300 300 300

Shower Room 5 100 500 500

Equipment Storage Room 1 250 250 250

Shower Booth Room (1 ADA) 4 40 160 160

Janitorial Closet 1 40 40 40

Towel/Supply Storage 1 250 250 250

Circulation Area 1 300 300 300

Area of Boys Athletic Lckr / shwr 3150 3150

C O N T I N U E D

Selected Area = EDSPEC All Athletic Lkr: PROJECT:

ATHLETIC Lk/Shwr (Girl) 1

Girls' locker/shower 1

Coach's Office 1 110 110 110

Locker / Shower / Toilet 1 90 90 90

Locker Room / Meeting Area 1 990 990 990


Drying Room 1 300 300 300

Shower Room 5 100 500 500

Equipment Storage Room 1 250 250 250

Shower Booth Room (1 ADA) 4 40 160 160

Janitorial Closet 1 40 40 40

Towel/Supply Storage 1 250 250 250

Circulation Area 1 300 300 300

0

Area of Girls Athletic Lckr / shwr 3150 3150





C O N T I N U E D


ATHLETIC Lk/Shwr (Com) 1

Common Areas 1 1950

Heater Room 1 Area by Designer

Heavy Equipment Room 1 500 500 500


Trainer's Room * 1 1300 1300 1300

Weight Training Room: 1 1800

Multi-Use Machine Area 1 800 800 800

Squat Rack Area 1 50 50 50

Power Bench Area 1 160 160 160

Free Standing Rack Area 1 235 235 235

Rehab Machine Area 1 555 555 555

0

Area Athletic Lckr / Shwr Commons 3750 3750

Area of Boys Athletic Lckr / shwr 3150 3150

Area of Girls Athletic Lckr / shwr 3150 3150

Total Area of Athletic Locker / Shower 10050 10050


ATHLETIC Lk/Shwr (Com)Notes and Comments

* Trainer's Room components as follows: Office 120

Storage Area 320

Restroom 75

Therapy/Work Area 785

1300

Increase the area for individual shower booths and decrease the area of the gang

shower rooms for both boys and girls Athletic Locker / Shower Facilities during design if

more shower booths are required.





|:: Selected Area = EDSPEC Gymnasium: PROJECT:

GYMNASIUM 1

Lobby Area 1 0

Office/ Restroom & Shower 1 180 180 180

Conference Room 1 230 230 230

PE Equipment Room 1 100 100 100

Janitor's Closet 1 40 40 40

Electrical Room 1 Area by Designer

Men's Toilet (Public) 1 340 340 340

Women's Toilet (Public) 1 370 370 370

Concession Booth 1 240 240 240

Ticket Booth 1 80 80 80

First-Aid Room 1 120 120 120

Lobby 1 1070 1070 1070

Main Floor 1 12540 12540 12540

Wrestling Room 1 1890 1890 1890

General Storage 1 400 400 400

Electrical & Heater Room 1 Area by Designer

Janitor's Closet (Locker Area) 1 40 40 40

Boy's JV Facilities 1

Locker Room 1 320 320 320

Toilet 1 110 110 110

Varsity / J.V. Drying Room 1 180 180 180

Varsity / J.V. Shr Booth (ADA) 1 60 60 60

Varsity / J.V. Shower Room 1 220 220 220

Boy's Varsity Facilities 1



Girl's JV Facilities 1



Varsity / J.V. Drying Room 1 180 180 180

Varsity / J.V. Shr Booth (ADA) 1 60 60 60

Varsity / J.V. Shower Room 1 220 220 220

Girl's Varsity Facilities 1


Toilet 1 110 110 110

Total Area of Gymnasium 20280 20280


GYMNASIUM Notes and Comments

Designer to provide hallway and team meeting space in locker rooms as required to

accomodate the school interscholastic program needs.






OUTDOOR PHYSICAL EDUCATION FACILITIES

MEDIAN ANNUAL RAINFALL 0

Outdoor Facilities (P.E.)

Grassed Playfield 1 75000 75000 75000 75000

Tennis Court(s) 4 7200 28800 7200 28800

Paved Playcourt 2 10368 20736 10368 20736

Covered Playcourt 11598 11598

(10368 sf Playcourt + 1230 sf Stage/Storage = 11598 sf)

Track & Field (inc. Bleachers) 1 161400 161400 161400

Practice Field 1 57600 57600 57600

Ticket Booth 1 100 100 100 100

Broadcast Booth 1 690 690 690

Home Area 1 200

Press/Media 1 140

Visitor Area 1 200

Movie Platform 2 75

Elevator/Vertical Circulation Area by Designer

Concession 1 300 300 300 300

Men's Public Toilet 1 600 600 600 600

Women's Pubic Toilet 1 660 660 660 660

Janitor's Closet 1 40 40 40 40

Storage (Football/Track) 1 800 800 800 800

Baseball Field 1 144400 144400 144400

Softball Field 1 70230 70230 70230

Announcer's Booth (1 each) 2 120 240 120 240

Storage (baseball/softball) 1 400 400 400 400

Tot Area PE/Athletic Courts, Fields & Supports 561996 561996





|:: Selected Area = EDSPEC Swimming Pool: PROJECT:

OUTDOOR PHYSICAL EDUCATION FACILITIES CONTINUED

Swimming Pool

Swimming Pool 1 4921 4921

Pool Deck Area 1 4040 4040 Bleachers 1 2128 2128

Total Area of Swimming Pool 11089 0

Headhouse

Girl's Shower 1 95 95

Girl's Locker Room 1 225 225

Girl's Toilet 1 190 190

Boy's Shower 1 95 95

Boy's Locker Room 1 225 225

Boy's Toilet 1 190 190

Office 1 100 100

Storage Room 1 210 210

Mechanical Equipt. Room 1 Area by Designer

Chemical Storage Room 1 Area by Designer

Janitor's Closet 1 40 40

Total Area of Headhouse 1370 0

Tot Area PE/Athletic Courts, Fields & Supports 561996

Total Area of Swimming Pool 11089

Total Area of Headhouse 1370

Grand Total of PE & Athletic Facilities 574455


P.E. Facilities Notes and Comments

END OF FACILITIES ASSESSMENT and DEVELOPMENT PLAN



Appendix 2

Glossary of DOE Acronyms

Glossary of DOE Acronyms Page 1 of 17

GLOSSARY OF DOE ACRONYMS

Acronym Meaning A A+ After-School Plus Program A+ A Computer Hardware Repair and Maintenance Program AA Alternate Assessment AAS Alternate Assessment Standards AAT Associate of Arts in Teaching ABC Above and Beyond the Challenge ABE Adult Basic Education ACCN Authorized Courses and Code Numbers ACE Administrator Certification for Excellence ACE A Committee on Excellence ACS Accrediting Commission of Schools ACT Autism Consulting Teacher

ACT College entrance exam formerly know as American College Testing, now just ACT

Act 51 Reinventing Education Act of 2004 AD Athletic Director ADA Americans with Disabilities Act ADAD Alcohol & Drug Abuse Division (Department of Health) ADD Attention Deficit Disorder ADHD Attention Deficit Hyperactivity Disorder AE Adult Education AEFLA Adult Education and Family Literacy Act AFT American Federation of Teachers AG Attorney General AGE Adult General Education AGT Academically Gifted and Talented AHERA Asbestos Hazard Emergency Response Act (Federal) AIDS Acquired Immune Deficiency Syndrome AITS Artists in the Schools ALC Alternative Learning Center AP Advanced Placement APC Association Policy Committee APP Art in Public Places APR Annual Performance Report (req. by OSEP) ARLISE Alternative Route to Lincensure in Special Education AS Assistant Superintendent ASAP As Soon As Possible ASCD Association for Supervision & Curriculum Development ASD Autism Spectrum Disorder ASI Accreditation School Improvement ASPIRE Accelerating Successful Performance in Regular Education


ASR Accountability Systems and Reporting ASVAB Armed Services Vocational Aptitude Battery AT Assistive Technology ATP Approval to Pay ATR Advanced Technology Research (Branch) AUP Acceptable Use Policy AV Audio-Visual AYP Adequate Yearly Progress B B&F Budget & Finance (State Department of) BASC Behavior Assessment System for Children BASE Bachelor or Arts in Special Education BASICS Basic Academic Skills Improvement through Core Subjects BASIS Basic Academic Skills Improvement System BEP Business-Education Partnership BEST Basic Education Skills through Technology BIASC Big Island Association of Student Councils BICS Basic Interpersonal Communication Skills BIIF Big Island Interscholastic Federation BIMEA Big Island Music Educators Association BINL Basic Inventory of Natural Language BIP Behavior Intervention Plan BISCA Big Island School Counselors’ Association BL Blind BMT Benchmark Tracker BOE Board of Education BOR Board of Regents BPA Basic Practical Arts BSP Bevavioral Support Plan BSSP BOE Support Services Personnel BU Bargaining Unit C CAI Computer-Assisted Instruction CALLA Cognitive Academic Language Learning Approach CALP Cognitive Academic Language Proficiency CAMHD Child and Adolescent Mental Health Division (Dept. of Health) CAPA Content Area Performance Assessment CAPE Collaborative Action for Public Education CAR Collection Activity Report CAS Complex Area Superintendent CASAS Comprehensive Adult & Student Assessment System CASSP Child and Adolescent Service System Program CAT California Achievement Test CATV Cable Access Television CBE Competency-Based Education


CBHSDP Competency-Based High School Diploma Program (Adult Education) CBI Community-Based Instruction CBM Competency-Based Measures CCC Community Children’s Council CCCO Community Children's Council Office CCSSO Council of Chief State School Officers CCTV Closed Circuit Television CDS Center on Disability Studies (U.H.) CE Community Education (Adult Education) CEC Council for Exceptional Children CEP Character Education Partnerships CHP Short for Chapter (e.g. Chapter 34) CIMIP Continuous Integrated Monitoring and Improvement Process CIP Capital Improvement Program CIR Computerized Information Retrieval CIS Communities in Schools (formerly Cities in Schools) CJIS Criminal Justice Information System CLIP Core Learning Improvement Plan CLMS Centralized Library Management System CM Case Manager CMI Computer Managed Instruction CMP Connected Math Program CNS Corporation for National Service COE College of Education COTA Certified Occupational Therepy Assistant COW Committee on Weights (Act 51 Weighted Student Formula) CPC Centralized Processing Center (Public Library) CPS Child Protective Services CRADLE Center for Research and Development in Law-Related Education CRC Civil Right Compliance CRDG Curriculum Research and Development Group CRE Coordinated Review Effort CRES Consortium on Reading Excellence Schools CRU Crime Reduction Unit CS&CS Child Study & Consultation Service CSA Community School for Adults CSAO Charter School Administrative Office CSAP Comprehensive School Alienation Program CSHP Coordinated School Health Program CSL Chancery Software Ltd. CSP Coordinated Service Plan CSR Coordinated Services Review / Comprehensive School Reform CSSS Comprehensive Student Support System CTAPS Consortium for Teaching Asia and the Pacific In the Schools CTBS Comprehensive Tests of Basic Skills


CTE Career and Technical Education CTEAC Career & Technical Education Coordination Advisory Council CTSO Career and Technical Student Organization D D&ES Design & Evaluation Section/FSSB DAGS Department of Accounting and General Services DAP Developmentally Appropriate Practices DARE Drug Abuse Resistance Education DASH Development Approach in Science and Health DBE Development Bilingual Education DBEDT Department of Business and Economic Development and Tourism DBL Deaf-Blind DC Deferred Compensation DC Department Chairperson DD Development Delay DDC Developmental Disabilities Council DEAR Drop Everything and Read DECA Distributive Education Clubs of America DES District Educational Specialist DF Deaf DH Department Head DHRD Department of Human Resources Development (formerly DPS) DHS Department of Human Services (formerly DSSH) DI Direct Instruction DIBELS Dynamic Indicators of Basic Early Literacy Skills DLIR Department of Labor and Industrial Relations DLNR Department of Land and Natural Resources DLT Distance Learning Technology DOE Department of Education DOH Department of Health DOT Department of Transportation DPAC District Parent Advisory Council (Title 1) DPS Department of Public Safety DRT District Resource Teacher DVR Department of Vocational Rehabilitation (Federal) E E-Academy Magnet Electronic Academy E-School Electronic School EA Educational Assistant EB Employee Benefits EBA Emotional Behavioral Assessment EBC Employee Background Check ECE Early Childhood Education ECLI Early Childhood Learning Impairment ECOS Education and Career Opportunities System


ECS Education Commission of the States ED Emotional Disturbance EDF Electronic Data File EDG Electronic Data Form EDN short for Education; Budget Program Structure Designation for DOE EDP Educational Data Processing EE Environmental Education EEOC Equal Employment Opportunity Commission EETT Enhancers Education Through Technology EFF Equipped for the Future EFL English as a Foreign Language EGO Equal Goals in Occupations

EIEP Emergency Immigrant Education Program (formerly Emergency Immigrant Education Act)

EIS Early Intervention Section (DOH) EISP Enrichment in Science Program ELA English Language Arts ELL English Language Learner ELLs English Language Learners ELP English Language Proficiency EM/E-Mail Electronic Mail EO Educational Officer EOY Employee of the Year EPA Environmental Protection Agency (Federal) EPT English Proficiency Test ERIC Educational Resources Information Center ERS Employees’ Retirement System ES Educational Specialist ESAA Emergency School Aid Act ESEA Elementary and Secondary Education Act ESIS E-School Student Information System ESL English as a Second Language ESLL English for Second Language Learners (formerly SLEP) ESLRs Expected Schoolwide Learning Results ESOL English for Speakers of Other Languages ESS Effective Schools Survey ESY Extended School Year ETAL Effective Teaching and Learning Project ETC Educational Technology Center ETO Employment Training Opportunities ETV Educational Television EVAL Evaluation EXCELL Expediting Comprehension for English Language Learners


EXIT English and Cross (X) Cultural Improvement in Testing (Bilingual Education Project)

F FAMIS Financial Accounting, Management Information System FAPE Free Appropriate Public Education FAST Foundational Approach in Science Teaching FAY Full Academic Year FB Fiscal Biennium FBA Functional Behavioral Assessment FBLA Future Business Leaders of America FCCLA Family Career and Community Leaders of America FEA Future Educators of America FEP Fully English Proficient FERPA Family Educational Rights and Privacy Act FES Fluent English Speaker FFA Future Farmers of America FHS Future Homemakers of America FL Facilitative Leadership FLES Foreign Language in Elementary Schools FLSA Fair Labor Standards Act FMLA Family Medical Leave Act FMS Financial Management System FOL Focus on Learning (School Accreditation) FRP Felix Response Plan FSC Fully self –contained FSSB Facilities & Support Services Branch FTE Full -time Equivalency FX Foreign Exchange FY Fiscal Year FYI For Your Information G GE Geographic Exception GE/ACT General Education/Article VI Classroom Teacher GEAR UP Gaining Early Access to Resources for Undergraduate Programs GED General Education Development (Test) GF General Fund GFUS Graduate Follow-Up Survey GLC Grade Level Chairperson GLO General Learner Outcomes GPA Grade Point Average GT or G/T Gifted and Talented H H-KISS Hawaii Keiki Information Service System HAAE Hawaii Alliance of Arts Education


HAAPAE Hawaii Association for Asian and Pacific American Education HAEP Hawaii Arts Education Partnership HAEYC Hawaii Association for the Education of Young Children HAIS Hawaii Association of Independent Schools HAMS Hawaii Association of Middle Schools HAP Hawaii Assessment Program HAR Hawaii Administrative Rules HASCD Hawaii Association for Supervision and Curriculum Development HASL Hawaii Association for School Librarians HASSA Hawaii Association of Secondary School Administrators HBEA Hawaii Business Education Association HCDB Hawaii Center for the Deaf and the Blind HCEOC Hawaii County Economic Opportunity Council HCIDS Hawaii Career Information Delivery System HCJDC Hawaii Criminal Justice Data Center HCPS II Hawaii Content and Performance Standards II HCRC Hawaii Civil Rights Commission HCTE Hawaii Council of Teachers of English HEA Hawaii Education Association HEAP Health Education Assessment Project HENC Hawaii Education Network Consortium HEP Hawaii English Program HERA Hawaii Educational Research Association HETP Hawaii Educational Technology Plan HFAA Hawaii Families as Allies HFT Hawaii Federation of Teachers HGEA Hawaii Government Employees Association HH Hard of Hearing HHA Hawaii Housing Authority HHSAA Hawaii High School Athletic Association HI Hearing Impaired HIMAG Hawaii Institute for Management and Analysis Government HIOSH Hawaii Occupational Safety and Health HIRE Help Through Industry Retraining and Employment HITS Hawaii Interactive Television System HKM Halau Ku Mana (a public charter school) HLIP Hawaii Language Immersion Program HLRB Hawaii Labor Relations Board HNLC Hawaii Networked Learning Communities HOPPE Hawaii Opinion Poll on Public Education HOST Help One Student to Succeed HPE (HF) Hawaii Public Employees’ Health Fund HPERB Hawaii Public Employment Relations Board HRS Hawaii Revised Statutes HSA Hawaii State Assessment


HSAC Hawaii School Advisory Council HSCA Hawaii School Counselors Association HSEOA Hawaii State Educational Officers’ Association HSOICC Hawaii State Occupational Information Coordinating Committee HSPLS Hawaii State Public Library System HSSC Hawaii State Student Council HSTA Hawaii Science Teachers Association HSTA Hawaii State Teachers Association HSTW High Schools that Work HTIRE Help Through Industry Retraining and Employment HTSB Hawaii Teacher Standards Board HYCF Hawaii Youth Correctional Facility HYTS Hawaii Youth Tobacco Survey I IAES Interim Alternative Educational Setting IAPS Identification, Assessment, and Programming System IASA Improving America’s School Act IBR Institute for Beginning Reading IBS Intensive Basic Skills IDEA Individuals with Disabilities Education Act IDM Instructional Development Model IEP Individualized Education Program IFSP Individualized Family Service Plan IHE Institution of Higher Education IISC Intensive Instructional Services Consultant ILC Intensive Learning Center ILH Interscholastic League of Honolulu ILI Initial Line of Inquiry IMP Interactive Mathematics Program IP Issue Paper IPP Individually Prescribed Program IPS Introductory to Physical Science IRA Instructional Resource Augmentation IRA International Reading Association IRM Information Resource Management IRMB Information Resource Management Branch ISAP Interim School Administrator Program ISB Instructional Support Branch ISC Integrated Self Contained ISDN Integrated Digital Service Network ISPED Integrated Special Education Database ISSB Information System Services Branch ITAC In-Service Training Advisory Council ITC Information Technology Centers ITP Individualized Transition Program


ITPA Illinois Test of Psycholinguistic Abilities ITV Instructional Television IWG Interagency Work Group (on Act 51 delinking) J JCPD Juvenile Crime Prevention Division JJIS Juvenile Justice Information System JPO Junior Police Officer JPR Job Performance Report JROTC Junior Reserve Officer Training Corps JTPA Job Training Partnership Act JV Junior Varsity JVEF Joint Venture Education Forum (Military/Schools partnership program) K KANAKA Kula Aupuni Niihau A Kaheilani Aloha (a public charter school) KEEP Kamehameha Early Education Program KIF Kauai Interscholastic Federation KOEC Keakealani Outdoor Education Center KSBE Kamehameha Schools Bishop Estate L L1 First Acquired Language L2 Second Acquired Language-English LAN Local Area Network LAS Language Assessment Scales LC Learning Center LDAH Learning Disabilities Association of Hawaii LEA Local Education Agency (Federal) LEAA Law Enforcement Assistance Agency LEP Limited English Proficiency LES Limited English Speakers LET Language Experience Thinking LG Lieutenant Governor LI Learning Impaired (preschool) LINCS Literacy Information National Communications System LITPRO Literacy Pro LR Labor Relations LRB Legislative Reference Bureau LRE Least Restrictive Environment LRE Law Related Education LTA Limited Term Appointment LWOP Leave Without Pay M MAC School Macintosh Based Student Information System

MAT Metropolitan Achievement Test MAT Miller Analogies Test


MBE Maintenance Bilingual Education MBL Microcomputer Based Laboratory MHPCC Maui High Performance Computing Center MIC Mathematics in Context MIL Maui Interscholastic League MOA Memorandum of Agreements MOF Means of Financing or Method of Funding MOVE Mililani/Oceanic Video Exploration MP Modification Plan MPA Mark Point Average MR Mental Retardation MR Mental Retardation (Chapter 56) MS Multiple Sclerosis MSDS Material Safety Data Sheet MTYRE Multi-Track Year-Round Education N NAACP National Association Advancement of Colored People NAAPAE National Association for Asian and Pacific American Education NABE National Association of Bilingual Education NAEP National Assessment of Educational Progress NAESP National Association of Elementary School Principals NAPT National Association of Pupil Transportation NASC National Association of Student Councils NASDSE National Association of State Directors of Special Education NASDTEC National Association of State Directors of Teacher Education and Certification NASSP National Association of Secondary School Principals NAYRE National Association for Year-Round Education NCAA National Collegiate Athletic Association NCE Normal Curve Equivalency NCES National Center for Education Statistics NCFL National Center for Family Literacy NCLB No Child Left Behind Act NCSS National Council for the Social Studies NCTE National Council of Teachers of English NCTM National Council of Teachers of Math NEA National Education Association NEP Non-English Proficient NES Non-English Speakers NetPrep (A 3Com Program) Computer Data Networking Preparation NFSC Navy Family Service Center NHEA Native Hawaii Education in Art NIFDI National Institute for Direct Instruction NIFL National Institute For Literacy NII National Information Infrastructure NIOSH National Institute for Occupational Safety and Health (EPA)


NJC Neighborhood Justice Center NLP Native Language Proficiency NMSQT National Merit Scholar Qualifying Test NOD National Origin Desegregation NPEP Navy Personal Excellence Program NRS National Reporting System(Adult Education) NSBA National School Boards Association NSF National Science Foundation NSF-RSI National Science Foundation – Rural Systemic Initiative NSSB Network Support Services Branch NTE National Teacher Examination NWREL Northwest Regional Educational Laboratory O OBEMLA Office for Bilingual Education and Minority Languages Affairs OBS Office of Business Services OCB Office of Collective Bargaining OCISS Office of Curriculum, Instruction and Student Support OCR Office for Civil Rights ODD Oppositional Defiant Disorder OELA Office of English Language Acquisition OEQC Office of Environmental Quality Control OH Orthopedically Handicapped OHA Office of Hawaiian Affairs OHI Other Health Impaired OHIA Other Health Impaired - Autism OHR Office of Human Resources OI Orthopedic Impairment OIA Oahu Interscholastic Association OIP Office of Information Practices OITS Office of Information Technology Services OMS Operation & Maintenance Section/FSSB OPAC On-Line Public Access Catalog (State Library) OS Occupational Skills OSDVE Office of State Director of Vocational Education OSEP Office of Special Education Programs (U.S. DOE) OSERS Office of Special Education and Rehabilitative Services (vs. DOE) OSHA Occupational Safety and Health Act (Federal) OSR On-site Review OT Occupational Therapy or Occupational Therapist OTE Onward to Excellence OVAE Office of Vocational and Adult Education (U.S. DOE) OYC Olomana Youth Center OYS Office of Youth Services P P&R Parks and Recreation (Counties)


P/C Days Planning/Collaboration Days PA Practical Arts PAAC Pacific and Asian Affairs Council PAC Project Advisory Committee or Parent Advisory Council PACT Parent and Children Together PAESMT Presidential Awards for Excellence in Science and Mathematics Teaching PAFA Presidential Academic Fitness Awards PALC Performing Arts Learning Center PAS Performance Appraisal System (for classifies) PASP Program Accessible School Plan PATH Project for Assessing Teaching in Hawaii PATL Positive Attitudes Toward Learning (Program) PBS Positive Behavioral Support PBS Public Broadcasting System PCCS Public Charter Conversion School PCNC Parent-Community Networking Center PCNC DF Parent-Community Networking Center (District Facilitator) PCNC PF Parent-Community Networking Center (Parent-school level Facilitator) PCS Public Charter School PCSPO Public Charter Schools Program Office PD Professional Development PD-Credit Professional Development Credit (formerly B-Credit) PDERI Professional Development & Educational Research Institute (formerly HSLA) PE Performance Expectations PE Physical Education PEMAH Professional Employee Management Association of Hawaii PEO Planning and Evaluation Office PEP Peer Education Program PEP-SL Professional Evaluation Program for School Leaders PEP-T Professional Evaluation Program for Teachers PERT Program Evaluation Review Technique PERT Physical Education Resource Teacher PI Parent Involvement PIA Parent Involvement Assistant PILWOP Professional Improvement Leave Without Pay PILWP Professional Improvement Leave With Pay PIM Parent Involvement Model PINS Primary Instructional Needs (for middle/intermediate) Schools PIP Performance Improvement Program PLT Principles of Learning and Testing (test for teachers) PMR Profoundly Mentally Retarded PO Purchase Order POPS Power of Positive Students PPBS Program Planning Budgeting System PPOP Pre-Placement Orientation Program


PPST Pre-Professional Assessments for Teachers PPT Paraprofessional Tutors PPVT Peabody Picture Vocabulary Test PRAXIS Series of Professional Assessments for Teachers PREK Pre-Kindergarten PREL Pacific Resources for Education and Learning PS Partially Sighted PSAP Primary School Adjustment Project PSAT Preliminary Scholastic Aptitude Test PSD Program Support & Development PSHF Public Schools of Hawaii Foundation PSPP Private School Participation Project PSRC Performance Standards Review Commission PSSC Physical Science Study Committee PT Physical Therapy PT Pysical Therapist PTA Parent Teacher Association PTA Physical Therapist Assitant PTG Parent Teacher Group PTI Parent Training & Information Center PTSA Parent Teacher Student Association PTSO Parent Teacher Student Organization PTT Part-Time Temporary Teacher PW Public Works Division (State DAGS) R REA Reading Excellence Act REACH Reinventing Education Act for the Children of Hawaii (2004) REAL Families for Resources and Early Access to Learning RFA Request for Assistance RFP Request for Proposal ROFEC Regional Operations for Facilities Engineering & Construction RRSC Recruitment & Retention Support Center (formerly RISE) RSI Rural Systemic Initiatives RT Resource Teacher RT Regular Classroom Teacher S SAC Student Advisory Council (ESAA) SAC Student Activities Coordinator SACVE State Advisory Council on Vocational Education SAIP Special Alternative Instructional Programs SAL School Assessment Liaison SAP School Accountability Program SARSA School Administrator Recruitment, Selection, and Appointment SAS Special Analytic Study SASA School Administrative Services Assistant


SAT College Board's exam formerly known as Scholastic Assessment Test, now just SAT

SAT Stanford Achievement Test SATE State Approved Teacher Education SATP School Administrator Training Program SBBH School-Based Behavioral Health SBCOTA School-Based Certified Occupational Therapy Assistant SBPTA School-Based Physical Therapist Aide SBPTA School-Based Physical Therapist Assistant SCASS State Collaborative on Assessment and Student Survey SCBM School/Community-Based Management SCC School Community Council SCIC School Climate Improvement Committee SCIS Science Curriculum Improvement Study SCL School & Community Leadership (Branch) SCS Student-Centered Schools SD Staff Development SDFSC Safe and Drug-Free Schools and Communities SEA State Education Agency SEAC Special Education Advisory Council SEBD Severe Emotional Behavioral Disturbance SEC School Evaluation Committee SED Severe Emotional Disability SEPS Senior Exit Plans Survey SERT Special Education Resource Teacher SES Special Education Section SESAT School Early Stanford Achievement Test SETC State Employment and Training Council SEVR Special Education Vocational Rehabilitation SFA Success for All SFCA State Foundation on Culture and the Arts SHA School Home Assistant SI Speech Impaired SID Standards Implementation Design SIE Statewide Inservice Education SIECUS Sex Information and Education Council of the US SIG State Improvement Grant SIMS School Improvement Management System SINSP School Inspection Program SIOP Sheltered Instruction Observation Protocol SIP Strategic Implementation Plan SIP Strategic Implementation Plan SIPMS Student Information and Program Management System SIS Student Information Services/Systems SLD Specific Learning Disability


SLE Schoolwide Learning Expectations (See ESLRs) SLEP Students of Limited English Proficiency SLI Speech Language Impaired SLMPC School Library Materials Processing Center SLN School Library Network SLP Speech Language Pathologist SLS School Library Services (Section of OCISS) SMC Special Motivation Class SMH Severe Multiply Handicapped SMI School Meals Initiative SMP Special Motivation Program SPAC School Parent Advisory Council (Chapter 1) SPACE Strengthening Pacific Area Concentration in Education SPEBE Summer Program for the Enhancement of Basic Education SPED Special Education SPIN Special Parent Information Network SPMS Special Programs Management Section (OCISS) SQS School Quality Survey SR Salary Range SRA Statistical Research and Analysis SRI Selection Research, Inc. SRS School Renewal Specialist SSC Student Services Coordinator SSC Student Services Coordinator SSIR School Status and Improvement Report SSAS Student Services Application Section (OITS) SSS Student Support Section (OCISS) SSSB Student Support Services Branch SSSI Supplemental Social Security Insurance SST Student Support Team SSW School Social Worker ST Skills Trainer STAR State Teacher Alternative Route STEP Sequential Test of Educational Process STSS School Transportation Services Section STWO School to Work Opportunities STYRE Single-Track Year-Round Education SUPT Superintendent SY School Year T T-SEAS Teacher Substitute Employee Automated System T3 Technology Training for Teachers TA Technical Assistance TA Temporary Assignment TAOL Temporary Appointment Outside of List


TAP Technical Assistance Panel TB Teleschool Branch TBE Transitional Bilingual Education TBI Traumatic Brain Injury TCE Temporary Contract Employee TDI Temporary Disability Insurance TDR Treasury Deposit Receipt TDS Test Development Section TECC Teacher Education Coordinating Committee TEPS Teaching Elementary Physical Science TESOL Teachers of English to Speakers of other Languages TLC Teacher Learning Community TLCF Technology Literacy Challenge Fund TOPSPRO Teaching of Program and Students TOY Teacher of the Year TP Telecommunication Project TPI Teacher Perceiver Interview TQL Total Quality Learning TQM Total Quality Management TR Telecom Request TRO Temporary Restraining Order TSA Tax Sheltered Annuity TSCA Toxic Substance Control Act (Federal) TSD Text Start Date TTA Temporary Teaching Assignment TTT Troops to Teachers U UAP University Affiliated Program UHM University of Hawaii - Manoa UIPA Uniform Information Practices Act ULAP Unauthorized Leave Without Pay UPW United Public Workers USDOE United States Department of Education USSR Uninterrupted Sustained Silent Reading USTs DP User Support Technician V VCC Video Conference Center VEDS Vocational Education Data System VI Visually Impaired VICA Vocational Industry Clubs of America VISTA Volunteers in Service to America (now called AmeriCorps-VISTA) VO-TECH Vocational Technical Program VP Vice Principal W WAM Senate Committee on Ways and Means


WAN Wide Area Network (for computers) WASC Western Association of Schools and Colleges WATS Wide Area Telephone Service WC Workers’ Compensation WCCC Western Curriculum Coordination Center Project WD Waiver Day WIA Workforce Investment Act WIN School Windows Based Student Information System WISC Wechsler Intelligence Scale for Children WJR Woodcook Johnson Revised WPPSI Wechsler Preschool and Primary Scale of Intelligence WRAT Wide Range Achievement Test WRRC Western Regional Resource Center WSF Weighted Student Formula or Weighted Student Funding WWW World Wide Web Y YDP Youth Development Project YETP Youth Employment and Training Program YRE Year-Round Education YRE/MT Year-Round Education/Multi-Track YRE/ST Year-Round Education/Single Track YRBS Youth Risk Behavior Survey (reserved)

This list is available on the DOE website at: http://doe.k12.hi.us/acronyms.htm

Appendix 3

Educational Specifications Development/Revision Process

Educational Specifications Development/Revision Process Page 1 of 3

EDUCATIONAL SPECIFICATIONS DEVELOPMENT/REVISION PROCESS This 2006 version of the DOE’s EDSPECS is intended to be reviewed on an on-going basis with updates issued periodically. As new programs emerge appropriate EDSPECS would be developed. Since the EDSPECS are intended for use by a variety of users, it is envisioned that recommendations for changes may come from many different sources. The Facilities Development Branch, under the Office of Business Services (OBS), will receive and review requests from both within and outside the DOE, and may generate possible revisions of its own. These proposals will be reviewed with their submitted justification along with their educational and economic impacts. Per BOE Policy 6700, approval of changes and revisions to the EDSPECS is the responsibility of the OBS Assistant Superintendent. Recommendations for changes and revisions will be forwarded to the Assistant Superintendent for approval before issuing the periodic updates to the document. In addition to approved changes to the document, minor variations to the EDSPECS are a common, expected result of the DOE’s design charette process. The EDSPECS are meant as the baseline standard on which informed discussion takes place during the charette sessions to specifically address the needs of the new facility or school. Therefore it is important to document the decisions made during the charette process to keep a record of the justification for any variations. During its periodic review of the EDSPECS, the Facilities Development Branch will take into consideration the variations developed through these design charettes. PROCEDURES FOR RECOMMENDING ADDITIONS AND REVISIONS: Suggestions for additions and revisions to the EDSPECS should be submitted via fax (sample format provided on following page) to the Planning Section of the Facilities Development Branch, or following a similar format, by email to: [email protected] Submission of proposed EDSPECS additions and/or revisions should include the following information:

• Name and contact information for person submitting request

• Affected Chapter(s) / Section(s)

• Proposed Change

• Justification for Change

• Educational Impact

• Economic Impact

The Facilities Development Branch will acknowledge receipt of submission by return email or fax and provide a contact person to follow up with.


PROPOSED EDSPEC CHANGE / REVISION

To: Planning Section Fax No.: (808) 733-4865 Facilities Development Branch email:[email protected] 809 8th Avenue Honolulu, HI 96816 Attn: Nick Nichols, Brenda Lowrey No. of Pages (inc. this page): From: email:

Department /School / Office: Phone:

Fax. No: Please fill in the information below, attach additional sheets if necessary. Affected Chapter(s) / Section (s):

Proposed Change:

Justification for Change:

Educational Impact:

Economic Impact:


EEDDUUCCAATTIIOONNAALL SSPPEECCIIFFIICCAATTIIOONNSS DDEEVVEELLOOPPMMEENNTT // RREEVVIISSIIOONN PPRROOCCEESSSS

(This process shall be used when implementing changes to the Educational Specifications)

Activity

Develop Initial Change Proposal Develop initial change proposal from the suggestions and requests of academic, administrative, and/or support staff.

Review Proposed Change Review proposed change for impact on facilities, programs, and cost.

Approve & Implement Change

Assistant Superintendent reviews and approves/disapproves.

Review/Investigate Potential Additions/RevisionsMeet with appropriate academic, administrative, and/or support staff to determine revision to current space/s or the need for additional space/s.

Initial RequestReceive initial request generated from within or outside the DOE.

Prepare recommendation for Assistant Superintendent and submit for review.

or

Prepare statement of “No further action at this time” complete with rationale and feedback to initial requestor/s.

Approved Proceed for

implementation.

Disapproved Return to initial requestor with

rationale.

Appendix 4

Hawaii High Performance School Guidelines

Hawaii High Performance School Guidelines March 31, 2005

Prepared for: Department of Business, Economic Development & Tourism State of Hawaii

Prepared by: Architectural Energy Corporation


Architectural Energy Corporation for DBEDT Page ii

This publication was funded by U.S. Department of Energy grant DE-FG51-00R021191. However, any opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Department of Energy, the State of Hawaii, or any agency or employee thereof.


Architectural Energy Corporation for DBEDT Page iii

Contents 1 Introduction..........................................................................................................................1 2 Project Planning and Budgeting (Roadmap) .......................................................................2 3 Life-Cycle Cost Analysis....................................................................................................14 4 Commissioning ..................................................................................................................26 5 Air Conditioning Applicability .............................................................................................36 6 Air Conditioning System Type Selection ...........................................................................44 7 Air Conditioning System Design Details ............................................................................48 8 Natural Ventilation .............................................................................................................53 9 Daylighting.........................................................................................................................56 10 Classroom Acoustics .........................................................................................................58 11 Additional Topics ...............................................................................................................59 12 High Performance Hawaii Classroom................................................................................62


Architectural Energy Corporation for DBEDT Page 1

1 Introduction

The focus of these guidelines is on the highest priority topics related to new school construction and major renovations in Hawaii. The topics are considered to be the highest priority because they address opportunities that are either unique to Hawaii or not well covered by existing guidelines.

Where appropriate, references are included to other documents, such as the Hawaii Commercial Building Guideline for Energy Efficiency and the CHPS Best Practices Manual for detailed design guidance.

The guidelines were established in collaboration between DOE, DAGS, DBEDT, and Architectural Energy Corporation.

1.1 Guideline Audience

The intended audience for these guidelines is the following:

• DOE project managers who are planning and budgeting projects.

• Project managers who are overseeing design and construction.

• Facilities managers and personnel who maintain schools and have a say in the selection of system types.

• Architects, mechanical engineers, electrical engineers and lighting designers working on DOE school projects.

1.2 Guideline Goals

• Provide guidance to decision makers for budgeting and prioritizing projects.

• Provide guidance to designers on identifying and evaluating design alternatives and developing plans and specifications.

• Cover both new construction and renovation (especially air conditioning retrofits).

• Encourage decision making based on life-cycle cost.

• Encourage integrated design decisions.



2 Project Planning and Budgeting (Roadmap)

2.1 Summary

This section presents a “roadmap” to the process of managing a high performance school project. This roadmap consists of a list of recommended considerations at the following phases of the project development process.

• Project scope development

• Preliminary budget estimate

• Consultant selection

• Design

• Bidding

• Construction

• Furniture and equipment

While the recommendations are listed under the “Details for the Project Manager” section 2.3, they are valid considerations to be taken into account throughout the life of the project—from initial planning into design and construction—by all of the project team.

2.2 Background

Budgets that are set early in the planning process can restrict high performance design opportunities. The intent of this guideline is to encourage consideration of operating costs, as well as other benefits such as improved indoor environmental quality, in the up-front budgeting process.

These opportunities include reduction or elimination of HVAC equipment due to measures that reduce cooling loads. Examples of cooling load reduction measures include lighting power reduction, roof insulation, cool roof membrane, or window shading. Therefore these potential projects should also be considered when setting a budget, especially for renovation projects.



2.2.1 Sustainable Building Costs

A recent study performed for the State of California came to the following conclusion about first costs.1

“Largely derived from several dozen conversations with architects, developers and others, the data indicates that the average construction cost premium for green buildings is almost 2%, or about $4/ft2 in California, substantially less than is generally perceived.”

Studies performed for the City of Los Angeles by Architectural Energy Corporation (then Eley Associates) estimated the cost for LEED compliance to be an additional 3% — 4% for construction, with an additional design cost equal to about 1% of the construction cost. These studies looked at fire stations, police stations and animal care and control facilities.

CHPS estimates that the cost for complying with the CHPS criteria is roughly $2/ft2.

2.3 Details for the Project Manager

This section lists considerations for the project manager at each step of the process. Table 1 highlights the appropriate activities at each project phase, and the following sections provide more details about each step. These recommendations are focused on achieving high performance school goals, including the following:

• Energy efficiency

• Indoor air quality

• Acoustic performance

• Visual comfort

• Thermal comfort

• Resource efficiency

1 Katz, et al. The Costs and Financial Benefits of Green Buildings: A Report to California’s Sustainable Building Task Force, October 2003

School Type

Hard Costs Soft Cost Total Initial Costs

Average Energy Use

20% Energy Savings

Simple Payback

Life Cycle Cost

K-6 $0.65/ ft² $1.10/ft² $1.75/ft² $1.31/ft² -$0.26/ft² 6.7 years -$1.34/ft²

7-8 $0.65/ ft² $1.25/ft² $1.90/ft² $1.61/ft² -$0.32/ft² 5.9 years -$1.86/ft²

9-12 $0.65/ ft² $1.40/ft² $2.05/ft² $1.75/ft² -$0.35/ft² 5.9 years -$2.07/ft²



Table 1 — Highlights of High Performance School Roadmap Activities Project Phase Activities for the Project Manager Project Scope Development Identify performance goals and potential design strategies for inclusion in project

scope for both new construction and renovation projects. Determine appropriate level of project commissioning.

Preliminary Budget Estimate Include construction costs, design fees, commissioning fees and other allowances for high performance design measures.

Consultant Selection Include high performance design experience in evaluation. Develop consultant scope that includes appropriate evaluation and documentation tasks. Select commissioning agent if appropriate of the project.

Design Phase Oversee design team and commissioning consultant in developing and tracking performance indicators, evaluating integrated design opportunities, performing lifecycle cost analysis, performing design reviews, and including appropriate contractor requirements in the construction documents.

Bidding Phase Pre-qualify bidders, requiring experience with appropriate high performance measures.

Construction Phase Track construction-phase commissioning activities Furniture and Equipment Consider indoor air quality impact of furnishings.

Consider selection of furnishing materials with low environmental impact. Specify Energy Star equipment.

2.3.1 Project Scope Development

Many of the decisions related to producing a high performance school can be addressed later, during the design phase of the project, but there are some issues that should be addressed when the project scope is being developed. It is especially important to consider integrated design opportunities at this initial stage.

For new construction projects, there are two recommendations regarding development of the project scope. The first recommendation is that a preliminary approach be described for dealing with each of the high performance characteristics listed in Table 2. By considering these issues at this early scoping phase, the project manager may identify budget issues and will also help highlight high performance goals for the rest of the project team. The second recommendation (which is related to the first one) is that the scope answers the specific questions listed in



Table 3, which will lead to the development of a more accurate project budget.

Table 2 — Basic High Performance Characteristics to be Described in Project Scope Thermal Comfort Strategy Natural ventilation combined with solar load control measures, and

perhaps ceiling fans, wherever possible. Different strategies may be appropriate for different buildings on the same campus or for different spaces within the same building, depending on the space usage. See Air Conditioning and Natural Ventilation sections of these guidelines.

Indoor Air Quality Strategy Anticipated ventilation method: either natural ventilation, mechanical ventilation or mixed mode ventilation. Selection of site to avoid external sources of air pollution. Specification of finishes and furnishings to limit emissions of toxic substances.

Daylighting strategy The goals for daylighting (e.g. all classrooms shall be completely daylighted) should be established because there may be an impact on building form and orientation that may affect budget.

Acoustic strategy It should be determined as early as possible whether special measures will be necessary to reduce noise from external sources at the site. These measures can have a significant budget impact

Solar control strategy If necessary for the budgeting phase, special solar control measures should be identified. These measures may include building orientation or building form, which can have a significant budget impact.

Commissioning strategy The level of commissioning appropriate for the project should be identified at this stage. See the Commissioning guideline

Energy efficiency strategy. Consider including energy performance goals in the project, such as a target of 20 percent better than minimum energy code requirements

Resource efficiency strategy Include goals for the use of materials with high durability, low environmental impact, waste reduction, and recycled content. Also address special goals regarding site selection and construction waste management.



Table 3 — Specific Budget-Related Questions to be Answered During Project Scope Development Scope Questions Discussion Air conditioning or not Depends on location and space usage among many other factors. See

the section titled “Air Conditioning Applicability”. Air conditioning system type (if applicable) This choice may not be necessary at the project scoping phase but

can have a significant impact on the budget. Therefore, if a high performance system is desired, some allowance may be necessary at this point. See the sections titled “Air Conditioning System Type Selection” and “Air Conditioning System Design Details”.

Building form (e.g. number of stories, classrooms with windows on both sides)

A building form conducive to natural ventilation and daylighting opportunities typically requires windows on two opposite walls. Therefore, exterior wall area may be greater than the least costly building form options. See the guideline sections titled “Daylighting” and “Natural Ventilation”.

Unusual acoustic mitigation measures If the selected site is close to busy roads or other noise sources, then the budget should account for the cost of noise mitigation measures necessary to meet acoustic standards. Such measures might include sound walls, laminated glass windows, and special wall constructions.

Level of commissioning See the section titled “Commissioning” for guidelines on the appropriate level of commissioning and budget estimates.

Special material goals Determine whether the project will have goals related to use of sustainable materials, which can have a budget impact.

Control system Determine the requirements for a building automation system, which is critical if there will be air conditioning.

Certification Include costs for documentation certification with LEED or CHPS requirements if appropriate.

For most renovation projects there are also high performance school goals to be considered when developing the project scope. For renovations it is especially important to consider the opportunities for integrated design. Sometimes a combination of projects can yield significant benefits compared to the same projects implemented separately. Some opportunities may be lost if these potential synergies are not considered when the project scope is being developed. In addition, it is important to consider these opportunities when developing the scope so that a design consultant with appropriate skills can be selected. The following is a list of renovation-type projects along with a brief explanation of the impact on high performance goals and the potential for integrated design benefits.

• AC installation. Addition of air conditioning has a huge impact on energy consumption, and the scope should address the energy efficiency goals for the system to be installed. In addition, consider performing a lighting retrofit (which may be cost effective on its own) before installing air conditioning because the cooling load reduction may allow selection of a smaller AC unit. Also consider other load reduction measures such as roof insulation, cool roof membrane, window shading, window replacement, reflective exterior wall color, and automatic daylighting controls on electric lights.



• AC replacement. When an existing air conditioning system is to be replaced, then it is important to address the energy efficiency of the replacement as well as the indoor air quality performance. Older AC systems may not meet modern ventilation requirements. An AC replacement project is also an opportunity to implement cooling load reduction measures and perhaps install a smaller AC unit.

• Painting. Consider the selection of paint type and the timing of painting due to the impact on indoor air quality. Also consider the reflectance of the selected paint color and its impact on the lighting and daylighting performance.

• Paving. The selection of paving type affects storm water runoff; consider permeable paving options. The reflectance of the paving material can affect the local thermal environment; choosing a light colored paving may help improve comfort in a naturally ventilated school. Recycled material options should also be considered.

• Landscaping and irrigation. Selection of plants and irrigation methods obviously has an impact on water consumption. Consider also the impact on the need for pesticides as well as the impact on the local thermal environment. Addition of trees or ground cover can lower local temperatures and may help improve comfort in naturally ventilated schools. Conversely, elimination of landscaping can have a negative impact.

• Window replacement. Selection of replacement windows should consider energy efficiency, natural ventilation opportunities, security, daylight, visual comfort, and acoustics. Windows have a significant impact on several of the high performance school goals.

• Roof. At time of reroofing, uninsulated roofs should be insulated because there is a significant impact on thermal comfort in naturally ventilated schools and a big impact on energy efficiency in air conditioned spaces. A cool roof surface should be considered.

• Lighting retrofit. If a lighting system needs to be replaced, then consider the opportunities for improving the design with, for example, a pendant-mounted system, rather than a straight lamp and ballast replacement. It may be possible to make the improvement in lighting quality while also reducing energy consumption.

• Plumbing fixture replacement. Consider water-saving alternatives.

• Floor coverings. Consider the air quality implications. For example, carpet is harder to keep clean than hard coverings.

• Window coverings. Consider the impact on daylighting performance and visual comfort.



• Wall coverings. Wall coverings can have an impact on the daylighting performance (reflective colors improve light distribution). Impermeable wall coverings such as vinyl can trap moisture and lead to mold problems, affecting indoor air quality.

• Casework and furniture. In the scope for addition or replacement of casework, consider indoor air quality (off-gassing), durability, and resource efficiency (e.g. wheatboard).

• Exterior lighting. Consider the potential of a “dark campus” approach to security lighting, where motion sensors are used to turn on lights rather than leaving lights on all night.

2.3.2 Preliminary Budget Estimate

The preliminary budget estimate should include consideration of the following:

• Construction budget to cover integrated design opportunities identified in the project scope.

• Design fees to cover life-cycle cost analysis and energy performance analysis

• Commissioning fees. See the commissioning guideline section.

• Allowance for integrated design opportunities that may be identified later during the design phase (to be used only for related projects that provide life-cycle cost benefits).

2.3.3 Consultant Selection

The appropriate scope of work for design consultants will obviously vary from one project to the next, but in general it should include the following items:

• Review of integrated design options

• Life cycle cost analysis for system alternatives

• Participation in design phase commissioning activities

The selection criteria for design consultants should include the following as appropriate for the project:

• Experience with sustainable school design (e.g. LEED, CHPS)

• Experience with energy efficient design and building energy analysis

• Natural ventilation design experience



• Life cycle cost analysis experience

• Acoustic design experience

• Lighting design and daylighting design experience

If an independent commissioning agent is required for the project, then the selection should also be made at this time. See the commissioning section of the guidelines for more details regarding scope and qualifications.

2.3.4 Design Phase

This section lists a number of recommended activities for the project design phase. The overall intent of these activities is that high performance measures are identified early and then properly implemented in the construction documents.

One of the concepts presented here is that a set of performance indicators be identified at the beginning and that these indicators be used by the project manager to evaluate the design as it progresses. It is difficult to define a comprehensive set of indicators, but those recommended here are intended to focus attention on some of the important high performance school goals. For most of these indicators there is not a single pass/fail level of performance that is appropriate for all cases because constraints vary from one project to the next. But they provide a tool that the project manager and quality assurance (QA) staff can implement to help ensure that issues are addressed.



Table 4 — Recommended Design-Phase Activities Activity Description Responsibility Define performance indicators

Develop a list of indicators and performance targets that can be used to track performance as the design progresses. The list might include the following:

• Peak cooling load (Btu/ft2) • Cooling system capacity (Btu/ft2) • Cooling efficiency at full load (kW/ton) • Cooling efficiency at partial load (kW/ton) • Cooling airflow (cfm/ft2) • Fan system efficiency at full load (W/cfm) • Fan system efficiency at part load (W/Btuh of

cooling delivered) • Lighting power (W/ft2) • Electric lighting illumination (footcandles) • Other lighting performance indices • Electrical design load (W/ft2) • Outdoor air ventilation rate (cfm/ft2) • Air filtration efficiency (% or MERV) • Daylighted area (% or ft2) • Desired daylighting illumination levels (fc) • Peak solar load (Btu/ft2) • Acoustic performance (NC, dBa, reverberation

time) • Predicted energy consumption (kWh/yr, therms/yr) • Building material recycled content (%) • Construction waste recycling (%) • Water consumption (gallons/yr)

Design team, with input from DOE & others

Design intent document This document is compiled by the commissioning agent or design team and describes the owner’s requirements related to building performance. The list of targeted performance indicators should be included. The design intent document serves as a guide throughout the design and construction process to help ensure that performance goals are achieved. Examples are available in many of the resources listed in the Commissioning guideline.

Design team, with input from DOE & others, review by commissioning provider

Integrated design options review

A discussion of the following specific issues: load reduction, air quality strategy, solar control strategy, lighting and daylighting strategy, thermal comfort strategy, energy efficiency, visual comfort strategy.


Energy performance analysis

Energy simulation analysis if appropriate may be part of the AC system selection and life-cycle cost analysis.


AC system selection process (if applicable)

Evaluate system alternatives. See the Air Conditioning System Type Selection section for details.


Life cycle cost analysis Project decisions should be made on the basis of lowest life-cycle cost (LCC), with the goal of maximizing the project’s value to the State. See the LCC guideline for recommended calculation method.


Basis of design document

Description of the chosen design alternative. Documentation of assumptions used in developing the design and explanations of the reasons for major design decisions.

Design team; review by commissioning provider



Activity Description Responsibility Schematic Design Phase third-party design review

For energy efficiency and sustainability and compliance with high performance school guidelines. Record progress toward meeting the performance goals listed in the design intent document.

By commissioning consultant

Design Development Phase third-party design review



Construction Documents Phase third-party design review



Miscellaneous Construction Document Items

Ensure that the construction documents include the following (as appropriate): Requirements regarding phasing of construction. Limitations on construction operation hours to minimize disruptions at existing school sites Construction waste management requirements

Design team; input from DOE/DAGS

2.3.5 Bidding Phase

If possible, require that the contractor meet minimum qualifications for experience with construction of energy efficient systems, construction waste management, construction phase air quality management, and collaboration with commissioning provider. A selection method that should be considered is to pre-qualify bidders based on these criteria, and then choose the best bid from among the pre-qualified contractors.

2.3.6 Construction Phase

See the Commissioning section for recommended construction phase activities. The purpose of those commissioning activities is to ensure that the design is implemented as intended and that proper training and operating instructions are provided by the contractor.

2.3.7 Furniture and Equipment

When furniture and equipment are specified, consider the impact on the high performance goals. Some of the issues to consider include the following:

• Choose furniture that facilitates flexibility, ease of room re-arrangement, durability, student comfort, and ergonomics.

• Materials for furnishings should be selected to minimize emissions of harmful substances.

• Furnishings should have recycled content or low environmental impact.



• Color of furnishings may affect the performance of the lighting and daylighting designs.

• Equipment selection can affect the achievement of acoustic performance standards. Computers, projectors, and other equipment can be significant sources of noise.

• Electronic equipment or other heat generating equipment will affect the ability of the AC system to maintain comfort.

• Energy efficient equipment, including computers, printers, and copiers can be identified by an Energy Star rating.

2.4 Resources/Standards

Katz, et al. The Costs and Financial Benefits of Green Buildings: A Report to California’s Sustainable Building Task Force, October 2003

Matthiessen & Morris, Costing Green: A Comprehensive Cost Database and Budgeting Methodology, Davis Langdon Adamson, http://www.davislangdon-usa.com/publications.html.

Steven Winter Associates, GSA Cost Study, October 2004. http://www.wbdg.org/

The U.S. General Services Administration (GSA) commissioned this ground breaking study, completed in October 2004, to estimate the costs to develop "green" federal facilities using the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED) Building Rating System, Version 2.1. The report provides a detailed and structured review of both the hard cost and soft cost implications of achieving Certified, Silver, and Gold LEED ratings for two GSA building types, using GSA's established design standards as the point of comparison.

The two building types examined in the study are:

1. A new mid-rise federal Courthouse (five stories, 262,000 GSF, including 15,000 GSF of underground parking; base construction cost is approximately $220/GSF).

2. A mid-rise federal Office Building modernization (nine stories, 306,600 GSF, including 40,700 GSF of underground parking; base construction cost is approximately $130/GSF).

These building types reflect a significant percentage of GSA's planned capital projects over the next five to ten years.



[For both building types, low- and high-cost estimates were developed at the Certified, Silver, and Gold rating levels in order to bracket the LEED costs. The estimated percent change in hard costs for the new courthouse were: Certified: Low (-0.4%), High (+1.0%). Silver: Low (-0.03%), High (+4.4%). Gold: Low (+1.4%), High (+8.1%).].



3 Life-Cycle Cost Analysis

3.1 Summary

Project decisions should be made on the basis of lowest life-cycle cost (LCC), with the goal of maximizing the project’s value to the State. The intent of this LCC recommendation is to minimize ongoing operating and maintenance cost as well as to account for integrated design opportunities. In LCC methodology, alternative projects are evaluated against a base case. If a single alternative is being considered, then the base case can be “do nothing.”

This section actually describes two decision-making tools: a LCC calculation method and a method to evaluate alternatives based qualitative factors. The ultimate decision should be based on a combination of these two results.

The incremental cost and savings estimations for project alternatives shall include the following items as appropriate. If there is no difference in cost between alternatives for some of these items, then those costs need not be included in the LCC calculation.

• Project administration cost

• Design cost

• Construction costs (including credits for reduced air conditioning, electrical, and other systems costs)

• Energy cost

• Water cost

• Sewage cost

• Maintenance cost

• Replacement cost

• Residual value



The following items shall also be considered in the comparison of alternatives even though it may not be possible to give them a specific economic value.

• Occupant access to daylight and views

• Occupant thermal comfort

• Indoor air quality

• Access to operable openings for natural ventilation

• Use of standardized parts and materials (for easier maintenance)

• Compatibility with State maintenance staff capabilities

The following economic criteria shall be used for life-cycle cost evaluations. If different economic criteria are used, then they must be used for all alternatives to achieve a “level playing field.”

• A real discount rate of 3 percent

• Project lifetime of 30 years

Where the project budget is not large enough to pay for the alternative with the lowest LCC, then the appropriate agency official should: 1) seek additional funds; 2) investigate cost reduction options in other parts of the project; or 3) choose the alternative with the lowest LCC that fits within the project budget.

3.2 Background

This guideline provides LCC analysis instructions to design teams to encourage use of consistent methods and assumptions for all projects. This section provides a brief overview of some concepts used in LCC analysis: discount rate, present value, project lifetime, and energy cost escalation rate.

3.2.1 Discount Rate

Expenses or costs that occur in the future have a smaller value in current dollars. The rate at which future expenses or costs are discounted is the discount rate. It is the percent reduction in future benefits or costs for each year in the future.

The discount rate can be "real" or "nominal." The real discount rate is the rate at which future benefits or costs are discounted without consideration for inflation. If future expenses and costs



are quantified in current dollars, a real discount rate is used. It is generally easier to quantify future benefits and costs in current dollars, so a real discount rate is commonly used in economic analysis. The nominal discount rate is the real discount rate plus the inflation rate.

The discount rate is the rate of return that an investor typically makes or expects to make from other investment opportunities with a similar risk. It also indicates whether an investor has a short-term or long-term perspective. Investors with a short-term perspective generally have a higher discount rate, while investors with a long-term perspective have a lower discount rate. Risk must also be considered in selecting a discount rate.

For State investment in schools, a low discount rate is appropriate due to the low risk associated with energy efficiency investments.

3.2.2 Present Value

The discount rate can be used to calculate the “present value” of a future expense. The present value of expenses is lower for expenses that occur further in the future. For a single expense that occurs “n” years in the future, the present worth factor (PWF) is calculated using the following equation, where “i” is the discount rate:

( ) n i 11PWF

+=

The equation above is appropriate for one-time expenses in the future, such as replacement costs. Table 7 below lists values of the PWF for different lifetimes based on a 3 percent discount rate.

For a series of future expenses, such as annual energy costs or annual maintenance costs, the uniform present worth factor (UPWF) is a shortcut to calculating the present value. Most engineering-economics textbooks have tables that list UPWF for different discount rates and project lifetimes. The UPWF for a 3 percent discount rate and 30 year lifetime is 19.6, which means that a $1.00 annual expense that occurs for 30 years has a present value of $19.60.

Spreadsheet programs include functions to calculate UPWF. In Excel, the “PV” function can be used to calculate the present value of a recurring expense.

3.2.3 Project Lifetime/ Study Period

The LCC results depend significantly on the assumption used for project lifetime, which is the number of years into the future for which operating, maintenance, and replacement costs will be considered. Choice of a longer lifetime favors investments in designs with lower operating and maintenance costs. Use of a shorter study period favors designs with lower first cost.



For State building projects, a long lifetime is appropriate for analysis because most projects are expected to be in service for many years. The recommended project lifetime for LCC analysis is 30 years.

3.2.4 Energy Cost Escalation Rate

The energy cost escalation rate is the difference between the rate of change in energy price and the general inflation rate. The energy cost escalation rate is zero if energy prices increase at the same rate as general goods and services. If, for example, energy prices are expected to rise at 3% per year, and inflation is 2% per year, then the energy cost escalation rate is 1%.

For simplicity, and due to the difficult of predicting future energy costs, it is recommended that a zero energy cost escalation rate be used for LCC analysis on State projects. This assumption helps avoid overestimating energy savings, and it is generally consistent with historical energy prices.


Life-cycle cost analysis should be performed during the schematic design phase to compare design alternatives. Additional LCC analysis may be appropriate during later design phases as well. Examples of appropriate LCC analysis subjects include the following:

• Selection of air conditioning and ventilation system type

• Comparison of natural ventilation and air conditioning strategies

• Comparison of roof insulation alternatives

• Comparison of water-cooled and air-cooled cooling equipment

• Comparison of pool heating systems

Developing construction cost and energy cost estimates for design alternatives takes time, and there should be a budget allocation for LCC analysis. Costs will vary depending on the scope and size of the project. A very rough rule of thumb for LCC analysis energy modeling is a cost of about 0.5 percent of the construction budget.

It may not always be appropriate to select the alternative with the lowest LCC if there are differences in non-monetary impacts between design alternatives. Therefore, some judgment may be necessary to assess the value of differences in areas such as health and comfort benefits. The next section includes a method for ranking alternatives based on non-monetary criteria.



3.4 Details for Design Consultant

This section contains general guidance for performing LCC calculations for State projects and also describes LCC information to be provided to the State’s project manager. Alternative calculation methods may be approved by the State’s project manager if appropriate.

There are two parts to the recommended evaluation method. The first part is the LCC calculation, which is an economic evaluation of alternatives. Those LCC results should be summarized as shown in Table 5. The second part is a qualitative evaluation that is based on factors that are difficult to express in economic terms. The results of the qualitative evaluation should be presented as shown in Table 8. These two tables are shown here as being formatted to compare three alternatives: A, B, and C. More columns may be added, of course, if more alternatives are being evaluated.

Table 5 — Life-Cycle Cost Summary Format for Multiple Alternatives. Present Value Cost Alt. A Alt. B Alt. C

Project Administration Cost Design Cost Construction Cost Energy Cost Water Cost Sewage/Disposal Cost Maintenance Labor Cost Maintenance Material Cost Replacement Cost #1 Replacement Cost #2 Replacement Cost #3 Residual Value Total LCC

The present value costs summarized in the previous table shall be calculated as shown in Table 6. The cost items in this calculation are described in the following sections.

Table 6 — Life-Cycle Cost Calculation for a Single Design Alternative

Cost Present Value

Multiplier* Present Value Project Administration Cost ($) X 1.0 = Design Cost ($) X 1.0 = Construction Cost ($) X 1.0 = Energy Cost ($/yr) X 19.6 = Water Cost ($/yr) X 19.6 = Sewage/Disposal Cost ($/yr) X 19.6 = Maintenance Labor Cost ($/yr) X 19.6 = Maintenance Material Cost ($/yr) X 19.6 = Replacement Cost #1 ($) X =



Replacement Cost #2 ($) X = Replacement Cost #3 ($) X = Residual Value ($) X -0.41 = Life-Cycle Cost Total

*Based on a 3% discount rate and 30 year project lifetime.

3.4.1 Project Administration Cost

Together with the State’s project manager, determine whether there are any administrative costs that will vary between alternatives. If the costs are the same for all alternatives, then zero may be entered.

3.4.2 Design Cost

Enter the incremental cost required for the design team to implement the alternative. If the design cost is the same for all alternatives, then zero may be entered.

3.4.3 Construction Cost

Enter the incremental construction cost estimate for the alternative, including contractor markups. Be sure to account for any savings due to elimination or reduction in size of equipment due to efficiency measures. Consider both mechanical system and electrical distribution system impacts.

3.4.4 Energy Cost

Enter the estimated annual energy cost ($/yr) based on energy simulation or approved engineering calculation method. Use actual current utility rates. If only incremental energy cost is estimated, then enter zero for the cost of the base case and enter a negative cost (savings) for the alternative(s).

3.4.5 Water Cost

Enter annual water cost based on approved engineering calculation method. Use actual current water rates. If there is no difference in water consumption between the alternatives, then zero may be entered.

3.4.6 Sewage/Disposal Cost

Enter annual sewage cost based on approved engineering calculation method. Use actual current sewage rates. If there is no difference in sewage output among the alternatives, then zero may be entered.



3.4.7 Maintenance Labor Cost

Enter the annual maintenance labor cost based on $_ per hour for mechanical system maintenance, or actual cost of a service contract if applicable. Incremental maintenance costs may be used by entering zero for the baseline case and entering the extra cost (positive) or cost savings (negative) for each alternative. If there is no difference in maintenance cost between alternatives, then zero may be entered for all cases.

3.4.8 Maintenance Material Cost

Enter the annual cost for components such as filters and lamps that are replaced as part of regular maintenance. Incremental material costs may be used by entering zero for the baseline case and entering the extra cost (positive) or cost savings (negative) for each alternative. If there is no difference in maintenance material cost between alternatives, then zero may be entered for all cases.

3.4.9 Replacement Cost

For equipment that lasts less than the project lifetime (i.e. 30 years), the replacement cost should be included in the LCC calculation. Table 6 includes rows for up to three different replacement costs, but as many as necessary can be added. The cost should be entered in current dollars. The present value multiplier can be found in Table 7, as a function of the year of replacement. If, for example, a piece of equipment is expected to last 15 years, then the present value multiplier is 0.64. In other words, the present value of the cost of replacing $100 worth of equipment in 15 years is $64 in current dollars.

Table 7 — Present Value Multipliers for Replacement Cost (for use in Table 6). Year of Replacement Replacement Cost

Multiplier 5 0.86

10 0.74 15 0.64 20 0.55 25 0.48

Based on 3 percent discount rate

3.4.10 Residual Value

If there is a significant difference in value or useful life for different alternatives at the end of the project lifetime, then residual value should be entered. Such a difference might occur if, for example, one alternative has equipment that lasts 15 years and the other has equipment that lasts 25 years. In both alternatives there will need to be one replacement during the 30 year



analysis timeframe, but the first alternative will have no equipment life remaining at the end of 30 years, while the second will have another 20 years of useful life. Therefore, it is appropriate to assign a “residual value” to the equipment in the second alternative. Some judgment is needed to assign an appropriate value. At the high end the residual value is the original cost of the equipment prorated based on remaining life. At the low end is the price that the used equipment could be sold for at that time (which is often zero).

3.4.11 Qualitative Factors

Not all factors in a LCC calculation can be quantified in terms of cost. Some of these other factors are listed in Table 8, where qualitative performance can be ranked. Additional criteria may be appropriate for specific projects. For each criterion, a weighting factor should be determined that represents the level of importance (1= not important, 10 = very important). Then each alternative should be given a score indicating how well it satisfies each criterion. Finally, the total score for each alternative is calculated by summing the product of weighting times score for all the criteria. The results of this qualitative analysis should be presented together with the LCC calculation summary shown in Table 5 so that both the quantitative and qualitative information can be used to make design decisions.

Table 8 — Ranking of Alternatives Based on Non-Monetary Criteria Score (1 = poor, 10 = excellent) Criterion Weighting

(1 to 10) Alt. A Alt. B Alt. C

Occupant Access to Views Illumination Provided by Daylight Occupant Thermal Comfort Occupant Access to Operable Openings Indoor air quality Compatibility with State maintenance staff capabilities

Use of standardized parts and materials (for easier maintenance)

Other: Other: Sum of (Weighting * Score) --

3.5 Resources/Standards

Building Life-Cycle Cost (BLCC), developed by the National Institute of Standards and Technology (NIST). http://www.eere.energy.gov/femp/information/download_blcc.cfm.

eVALUator is an easy-to-use Windows™-based program that calculates the lifecycle benefits of investments that improve building design. It analyzes the financial benefits from buildings that



reduce energy cost, raise employee productivity, and enhance tenant satisfaction. www.energydesignresources.com.

EPA's "Energy Star Cash Flow Opportunity Calculator" (CFOC). The CFOC is another "tool" DOE/DAGS can use in their quest for highly energy efficient facilities. Plug loads are a concern, so, using this tool, DOE/DAGS can determine how much equipment and services can be installed by using the energy efficiency savings realized from the project to pay for the financing of the needed equipment.

http://www.energystar.gov/ia/business/CFO_01July04.xls

3.6 LCC Glossary

The following definitions come from the Life-cycle Costing Manual for the Federal Energy Management Program (see references below) and are provided here for convenience. Please see that document for additional definitions.

Discount rate. The rate of interest, reflecting the investor’s time value of money (or opportunity cost), that is used in discount formulas or to select discount factors which in turn are used to convert (“discount”) cash flows to a common time. Real discount rates reflect time value of money apart from changes in the purchasing power of the dollar and are used to discount constant dollar cash flows; nominal discount rates include changes in the purchasing power of the dollar and are used to discount current dollar cash flows.

Life-cycle cost. The total discounted dollar costs of owning, operating, maintaining, and disposing of a building or building system over the appropriate study period.

Present value. The time-equivalent value of past, present, or future cash flows as of the beginning of the base year.

Residual value. The estimated value, net of any disposal costs, of any building or building system removed or replaced during the study period, or remaining at the end of the study period, or recovered through resale or reuse at the end of the study period (also called resale value, salvage value, or retention value)

Uniform present value (worth) factor. The discount factor used to convert uniform annual values to a time-equivalent present value.

Study period. The length of time covered by the economic evaluation. This includes both the planning/construction period and the service period.



3.7 Example LCC Calculation

A simple scenario is presented here as an example of using the LCC calculations described above.

3.7.1 Air Conditioning Retrofit Example

In this example, air conditioning is to be added to an existing school. An LCC calculation is to be performed to determine whether it is also cost effective to install roof insulation (existing uninsulated concrete roof) and to replace the existing lighting system (2 watts per square foot) at the same time.

• Alternative A ($30,000): 5-ton packaged rooftop unit installed on existing classroom. Installed cost is $30,000 per classroom.

• Alternative B ($35,000): Two inches of foam board installed on top of roof deck, topped by new roof membrane. 4-ton packaged rooftop unit installed (smaller unit due to lower cooling load with insulation). Cost of insulation and new roof is $7000, and cost of installing 4-ton system is $28,000. Additional design cost for roof is $500.

• Alternative C ($40,000): Replace existing lighting system with pendant-mounted high-efficiency system, reducing installed lighting power from 2.0 to 1.0 watts per square foot. Also include roof insulation from Alternative B and install 3.5-ton AC system. Installed cost for new lighting system is $6,000, for AC system is $27,000, and for roof insulation is $7,000. Additional design cost for lighting is $1000 and for roof is $500.

The energy cost for alternative A is $1,550/yr, for B is $1,230/yr, and for C is $930/yr per classroom. To get an accurate LCC result it is important to consider the condition of the existing roof, because if we replace the membrane in Alternatives B and C, then we will not have to replace the roof again as soon as if we choose Alternative A. For this analysis, we assume that the existing roof membrane is 10 years old and has an expected 20-year life. The cost of replacing the roof membrane will be about $5,000. Therefore, in Alternative A we need to spend $5,000 in year 10, and then at the end of the 30-year study period there will be no residual value (it will need to be replaced again). In Alternatives A and B, there will be a $5,000 cost to replace the roof in year 20, and then the roof will still have one-half of its life remaining at year 30.

The following tables show that Alternative B has the lowest life-cycle cost ($61,329) even though the initial cost of the project is $5,000 higher than alternative A. The result for Alternative C is only slightly higher ($61,448) and might be the best choice because it would also improve the visual environment, providing some non-monetary benefit compared to the other two options.



Cost Present ValueProject Administration Cost ($) X 1.0 = $0Design Cost 0 ($) X 1.0 = $0Construction Cost 30000 ($) X 1.0 = $30,000Energy Cost 1550 ($/yr) X 19.6 = $30,381Water Cost 0 ($/yr) X 19.6 = $0Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0Maintenance Labor Cost 0 ($/yr) X 19.6 = $0Maintenance Material Cost 0 ($/yr) X 19.6 = $0Replacement Cost #1 5000 ($) X 0.74 = $3,700Replacement Cost #2 0 ($) X = $0Replacement Cost #3 0 ($) X = $0Residual Value 0 ($) X -0.41 = $0

Life-Cycle Cost $64,081

Figure 1 — Alternative A (AC only)

Cost Present ValueProject Administration Cost ($) X 1.0 = $0Design Cost 500 ($) X 1.0 = $500Construction Cost 35000 ($) X 1.0 = $35,000Energy Cost 1230 ($/yr) X 19.6 = $24,109Water Cost 0 ($/yr) X 19.6 = $0Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0Maintenance Labor Cost 0 ($/yr) X 19.6 = $0Maintenance Material Cost 0 ($/yr) X 19.6 = $0Replacement Cost #1 5000 ($) X 0.55 = $2,750Replacement Cost #2 0 ($) X = $0Replacement Cost #3 0 ($) X = $0Residual Value 2500 ($) X -0.41 = -$1,030


Figure 2 — Alternative B (AC + Roof Insulation)

Cost Present ValueProject Administration Cost ($) X 1.0 = $0Design Cost 1500 ($) X 1.0 = $1,500Construction Cost 40000 ($) X 1.0 = $40,000Energy Cost 930 ($/yr) X 19.6 = $18,228Water Cost 0 ($/yr) X 19.6 = $0Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0Maintenance Labor Cost 0 ($/yr) X 19.6 = $0Maintenance Material Cost 0 ($/yr) X 19.6 = $0Replacement Cost #1 5000 ($) X 0.55 = $2,750Replacement Cost #2 0 ($) X = $0Replacement Cost #3 0 ($) X = $0Residual Value 2500 ($) X -0.41 = -$1,030


Figure 3 — Alternative C (AC + Roof Insulation + Lighting Replacement)



Alt. A Alt. B Alt. CProject Administration Cost $0 $0 $0Design Cost $0 $500 $1,500Construction Cost $30,000 $35,000 $40,000Energy Cost $30,381 $24,109 $18,228Water Cost $0 $0 $0Sewage/Disposal Cost $0 $0 $0Maintenance Labor Cost $0 $0 $0Maintenance Material Cost $0 $0 $0Replacement Cost #1 $3,700 $2,750 $2,750Replacement Cost #2 $0 $0 $0Replacement Cost #3 $0 $0 $0Residual Value $0 -$1,030 -$1,030Total $64,081 $61,329 $61,448

Present Value

Figure 4 — Summary of LCC Results



4 Commissioning

4.1 Summary

The intent of the commissioning process is to ensure that systems are designed to meet the owner’s needs, work as intended, and perform at optimal energy efficiency. This process starts at the initial planning phase of a construction project and continues through the post-occupancy period. The appropriate choice of commissioning activities depends on the type and size of the project. Ideally, a complete commissioning process is part of every project. However, from a practical point of view, the full process may not be cost effective for small projects.

The intent of this guideline is to help the project manager to define the appropriate level of commissioning activities, to assign responsibility for those activities, and to manage the commissioning process.

To simplify the project manager’s task of specifying the appropriate level of commissioning, two levels of commissioning effort are defined in this guideline: “basic” commissioning and “additional” commissioning. This two-tiered approach is consistent with the commissioning requirements of LEED2 and CHPS3. These two levels of commissioning are described below in the section titled Details for the Project Manager.

4.2 Background

High performance schools can only be achieved with some level of commissioning. No matter how carefully a school is designed, if the building materials, equipment, and systems weren’t installed properly or aren’t operating as intended, the health, productivity, and other benefits of high performance design will not be achieved.

Studies show that many building systems will not operate as expected unless they are commissioned. One study of sixty newly-constructed, nonresidential buildings revealed that more than half had controls problems, 40% had malfunctioning HVAC equipment, and one-third had sensors that did not operate properly. In many of the buildings, equipment called for in the plans and specifications was actually missing. One-fourth of the buildings had energy management control systems (EMCS), with economizers or variable-speed drives that did not run properly.

2 Leadership in Energy and Environmental Design (LEED), a rating system developed by the US Green Building Council. www.usgbc.org. 3 Collaborative for High Performance Schools (CHPS), has developed a rating system specifically for schools. www.chps.net.



Commissioning is a systematic process of ensuring that all building systems perform interactively according to the contract documents, the design intent, and the district’s operational needs. Commissioning is occasionally confused with testing, adjusting, and balancing (TAB). Testing, adjusting, and balancing measures building air and water flows, but commissioning encompasses a much broader scope of work. Building commissioning typically involves four distinct “phases” in which specific tasks are performed by the various team members throughout the process. The four phases are pre-design, design, construction, and warranty.

The commissioning process integrates the traditionally separate functions of equipment startup; control system calibration; testing, adjusting and balancing; equipment documentation; and facility staff training, as well as adds the activities of documented functional testing and verification.

Commissioning can take place for one building system or for the entire facility; however, the more comprehensive the commissioning, the greater the impact on school performance.

Whichever level of commissioning chosen, a commissioning provider/agent should be engaged during the schematic design phase or earlier.

It is therefore important that commissioning responsibilities—particularly who will bear the cost of correcting conditions that do not meet specifications—are clearly spelled out in the beginning of the design process.

Typical costs for commissioning are described in the Details for Project Manager section that follows. Benefits of commissioning include the following:

• Improved efficiency

• Reduced change orders

• Improved maintainability

• Improved occupant comfort and productivity

A recent study of commissioning costs and benefits includes the following findings:4

• Commissioning cost for new construction ranges from $0.49 to $1.66 per square foot (2003 dollars) with a median of $1.00 per square foot (equal to 0.6 percent of total



construction cost). Consultant fee equals about 80 percent of this total commissioning cost.

• When cost savings such as equipment downsizing is included, then the median net cost for commissioning decreases from 0.6 percent to 0.2 percent, with many projects showing a net cost decrease because the first cost savings are greater than the commissioning cost.

Another report provides the commissioning cost estimates listed in Table 9. For projects of 30,000 ft2 or less, the higher end of the range is appropriate. For larger projects the lower end of the range is typical. The complexity of systems to be commissioned also has an impact on costs; therefore some judgment is necessary in setting a budget.

Table 9 — Commissioning Cost Allowance for Project Budget Commissioned System Commissioning Cost HVAC and controls 2.0% — 3.0% of total mechanical cost Electrical system 1.0% — 2.0% of total electrical cost HVAC, controls and electrical 0.5% — 1.5% of total construction cost Source: Establishing Commissioning Costs, 2002, www.peci.org,


This section includes information to help the project manager oversee the commissioning process at each step of the project, from initial project scope development through construction.

4.3.1 Project Scope Development Phase

To facilitate budgeting, the project scope should include the following information listed in Table 10. See the following discussion for more details.

4 Mills, Evan, et.al., The Cost Effectiveness of Commercial-Building Commissioning, Lawrence Berkeley National Laboratory, December 15, 2004. http://eetd.lbl.gov/emills/PUBS/Cx-Costs-Benefits.html. The new construction results cover a survey of 74 buildings located in 15 states.



Table 10 — Commissioning Scope Checklist for Project Scope Development Phase Level of commissioning _____ Basic commissioning _____ Additional commissioning Party responsible for commissioning _____ State official: _______________ _____ Independent commissioning agent Systems to be commissioned _____ Air conditioning _____ Energy management and control system (EMCS) _____ Lighting occupancy sensors _____ Lighting daylighting control _____ Lighting time of day control _____ Natural ventilation _____ Water heating _____ Swimming pool _____ Kitchen equipment _____ Security _____ Clocks _____ Fire alarm

At this early stage, a detailed commissioning scope may not be appropriate, but the level of commissioning effort can be defined in a number of ways to aid the budgeting process. In this guideline, two levels of commissioning are described: “basic” and “additional.” In general, more complex systems require more commissioning, and larger projects can afford higher levels of commissioning.

“Basic” commissioning requirements should apply under the following conditions:

• Any new construction project covering 5,000 ft2 or more of floor area.

• Any renovation project that meet all of the following criteria: 1) project cost of $1,000,000 or more; 2) floor area covered of 5,000 ft2 or more; and 3) project scope includes HVAC replacement, building control system installation or upgrade, or lighting system controls.

• Any project for which LEED or CHPS compliance is sought. In those cases, these basic level commissioning requirements are roughly equal to the “prerequisite” commissioning requirements in those two rating systems.

Under basic commissioning, a third party or State official (at the project manager’s discretion) should perform the tasks listed in Table 11, as applicable for the scope of the project.



Table 11 — “Basic” Commissioning Task List • Verify that lighting controls have been installed per design and have been tested to work as intended.

Includes daylight controls, occupancy controls, multi-level switching, and automatic time-of-day control. • Verify that ventilation and air conditioning system equipment is installed per design and that outdoor air flow,

supply air flow, fluid flows, and controls are tested to meet design criteria. • Verify that energy management and control system (EMCS) has been tested to perform the sequence of

operations and to provide trend logs per design. Verify that sensor calibrations have been performed. • Verify that a complete guide for operating and maintenance staff is provided. • Verify that a short operating brief for school administrators and teachers is provided. • Verify that training has been provided to operating staff.

“Additional” commissioning requirements should apply to projects that meet the following criteria:

• New construction projects covering 30,000 ft2 or more of floor area.

• Renovation projects that meet all of the following criteria: 1) project cost of $5,000,000 or more; 2) floor area covered of 50,000 ft2 or more; and 3) project scope includes HVAC replacement, building control system installation or upgrade, or lighting system controls.

The additional commissioning requirements include the following items listed in Table 12.

Table 12 — “Additional” Commissioning Task List • Engage a commissioning agent. • Develop and utilize a commissioning plan. • Develop design intent and basis of design documentation. • Include commissioning requirements in the construction documents. • Conduct a focused review of the design prior to the construction documents phase. • Conduct a focused review of the construction documents when close to completion. • Conduct a selective review of contractor submittals of commissioned equipment. • Verify installation, functional performance, training, and documentation. • Develop a system and energy management manual. • Have a contract in place for a near-warranty end, or post-occupancy, review. • Complete a commissioning report

The choice of whether to use an independent commissioning consultant or “in-house” staff to carry out commissioning tasks will depend on the size and complexity of the project. For small projects it may not make sense to hire an independent consultant. The “basic” level of commissioning can generally be carried out by in-house staff (if they are available). The “additional” level of commissioning should be implemented by an independent commissioning consultant.



At a minimum, the list of systems to be commissioned should include the following because they have the biggest potential impact on the energy efficiency of the school:

• Mechanical ventilation and air conditioning

• Building automation systems (also known as energy management systems)

• Automatic lighting control systems

There are other systems that might be appropriate to include on the commissioning list, such as:

• Swimming pools

• Kitchens

• Natural ventilation

• Security

• Fire alarm

• Clocks

4.3.2 Preliminary Budget Estimate for Commissioning

Recommended budget allowances for commissioning are provided in Table 13 and Table 14. These costs are listed in terms of dollars per square foot of floor area. The first table covers the most critical systems, which should be always be included in the commissioning scope (as long as they are expected to be included in the design). The second table includes allowances for additional systems that either have little energy impact or that are less commonly part of project scope.



Table 13 — Preliminary Budget Guidelines for Commissioning for Critical Systems ($ per square foot) Level of Commissioning Systems to be Commissioned Basic Additional Air conditioning $0.10 $0.35 Energy management and control system (EMCS) $0.10 $0.30 Lighting occupancy sensors $0.03 $0.05 Lighting daylighting control $0.10 $0.25 Lighting time of day control $0.02 $0.05

Total cost $0.35 $1.00

Table 14 — Preliminary Budget Guidelines for Commissioning for Other Systems ($ per square foot) Level of Commissioning Systems to be Commissioned Basic Additional Natural ventilation $0.01 $0.05 Water heating $0.01 $0.05 Swimming pool $0.01 $0.10 Kitchen equipment $0.01 $0.10 Security $0.01 $0.10 Clocks $0.01 $0.05 Fire alarm $0.01 $0.10 Total $0.07 $0.55

4.3.3 Consultant Selection for Commissioning

As mentioned in the Policy section earlier, the appropriate person to be in charge of commissioning depends on the size of the project. If only “Basic Commissioning” is required, then either a third party or State official may be in charge. If “Additional Commissioning” is required, then a third-party commissioning agent must be hired. The recommended qualifications listed below are borrowed from the CHPS Best Practices Manual, Volume 5 Commissioning.

Minimum Qualifications

• Experience in design, specification, installation, or operating of commercial building mechanical and control systems.

• Experience commissioning projects of similar size and equipment in the last 3 years. This includes writing functional performance test plans.

• History of responsiveness and proper references.



• Meet district’s liability requirements.

• Experience working with project teams, project management, conducting scoping meetings, and good communication skills.

Optional Qualifications

• Direct responsibility for project management of at least two commercial construction or installation projects with mechanical costs greater than or equal to current project costs.

• Experience installing designs and/or troubleshooting direct digital controls and energy management systems, if applicable.

• Demonstrated familiarity with metering and monitoring.

• Knowledge and familiarity with air/water testing and balancing.

• Experience planning and delivering O&M training.

• Building contracting background.

• Overall understanding by the commissioning team of all building systems including building envelope, structural, and fire/life safety components.

4.3.4 Design and Construction Phase Commissioning

The project manager should make sure that commissioning activities take place as planned. During the design phase the specific activities and deliverables may vary between projects. However as a general guide, Table 15 provides a checklist to help the project manager to track commissioning tasks.



Table 15 — Commissioning Deliverable Checklist Deliverables Basic

Commissioning Additional

Commissioning Commissioning plan Design intent documentation Basis of design documentation Commission requirements in the construction documents (specifications) Design review report (prior to the start of construction documents phase) Design review report (prior to the completion of construction documents phase)

Contractor submittals review report for commissioned equipment. Pre-functional test report (verifying installation) Functional performance test report System and energy management manual Commissioning report. Contract in place for a near-warranty end, or post-occupancy, review. Verification that a complete guide for operating and maintenance staff is provided.

Verification that a short operating brief for school administrators and teachers is provided.

Verification that training has been provided to operating staff. Post-occupancy commissioning report

4.4 Details for Designer

A great deal of information is available to assist the designer in developing commissioning specifications. See the resources listed in the following section for details. Commissioning specifications shall be developed for each project and shall include at a minimum the following information:

• Commissioning roles and responsibilities of the contractor, design team, district, and commissioning agent.

• Project closeout requirements that link contractor payment to successful completion of commissioning.

• Section 01810 Commissioning (or equivalent section containing general commissioning requirements).

• Section 15999 Mechanical System Commissioning (or equivalent section).

• Section 16999 Electrical System Commissioning (or equivalent section).



4.5 Resources

ASHRAE Guideline 1-1996 The HVAC Commissioning Process, www.ashrae.org.

Building Commissioning Association, www.bcxa.org.

California Commissioning Collaborative, www.cacx.org.

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2002, www.chps.net. (Best Practices Manual, Volume 5, Commissioning 2005 to be published mid-2005)

Energy Design Resources, Commissioning Guidelines, www.energydesignresources.com.

Energy Design Resources, Cx Assistant. An online tool that helps in the development of commissioning documentation. www.energydesignresources.com.

Adopting the Commissioning Process for Successful Procurement of Schools. January 16, 2003. Prepared by Farnsworth Group for the California Department of General Services.

Mills, Evan, et.al., The Cost Effectiveness of Commercial-Building Commissioning, Lawrence Berkeley National Laboratory, December 15, 2004. http://eetd.lbl.gov/emills/PUBS/Cx-Costs-Benefits.html.

Portland Energy Conservation Incorporated, www.peci.org.



5 Air Conditioning Applicability

5.1 Summary

The point of this section is to provide guidance in determining whether air conditioning is appropriate. This decision applies to new construction as well as existing school buildings. The general options in order of preference are:

• Natural ventilation

• Mixed mode ventilation (allows use of natural ventilation for part of the year)

• Air conditioning only

Air conditioning should be considered only for classrooms and administration areas, and only under the following circumstances (which should be documented as part of the design process):

• The Board of Education Policy 6700 defines conditions where air conditioning can be provided based on temperature. This policy states the following:

Air conditioning may be installed if the Effective Temperature, as determined by the “New Effective Temperature Scale,” as defined in the American Society of Heating, Refrigerating, and Air-Conditioning Engineers, Inc. (ASHRAE) Handbook, exceeds 80°F for 18 school days in classrooms and 25 weekdays in administration/staff facilities during any 12 month period.

• Outdoor air contaminants at the site make the use of unfiltered ventilation air a health hazard to occupants.

• Odors due to external sources cannot be mitigated.

• External noise level is greater than L10= 65 dBA at the windows or other potential natural ventilation openings, and the external noise sources cannot be mitigated with reasonable measures such as installing sound barriers along roadways or relocating equipment or other noise sources.

• It can be shown that reasonable design provisions for natural ventilation and heat gain reduction (such as roof insulation, cool roof membrane, radiant barriers, window shading, lighting power reduction, daylighting controls) cannot maintain comfortable indoor air temperatures from exceeding 80°F for 18 days for classrooms and 25 weekdays in the administration/staff facilities during any 12 month period.



• Load reduction measures have been carried out prior to installation of an air conditioning system, including reduction of lighting power to no greater than the energy code power allowance, insulation of roof to R-19 or equivalent performance (see the Hawaii Commercial Building Guidelines section on Cool Roof Systems that illustrates roof construction alternatives), minimizing of solar heat gain through windows via overhangs, external sunshades, window film, or glazing replacement with a glazing having SHGC of 0.40 or lower.

• Air leakage paths are eliminated, including jalousie windows that cannot provide an airtight seal.

• It can be established that adding air conditioning will not create moisture or humidity conditions conducive to mold growth within the space or in the building structure.

Where air conditioning is unavoidable, the building should be designed for “mixed mode” ventilation, meaning that air conditioning can be turned off and natural ventilation can be employed to provide comfort and air quality when milder outdoor conditions occur. In terms of outdoor temperatures, the entire State experiences conditions conducive to natural ventilation for at least part of the year. Exceptions to the mixed mode recommendation include cases where it can be shown that permanent external noise or outdoor air quality problems make natural ventilation undesirable.

5.2 Background

Air conditioning carries a significant up-front price tag and large lifetime costs for energy, maintenance, and equipment replacement. Initial cost for air conditioning in new construction is at least $15/ft2 and for retrofits is more than $25/ft2. The annual energy costs for air conditioning in a school are $0.50/ft2 or more. The present value of these air conditioning energy costs considered over a 30-year classroom lifetime is about $10/ft2 (assuming a 3% real discount rate). The present value of equipment replacement 15 years in the future is $10/ft2 to $16/ft2 (also assuming a 3% real discount rate). Therefore, a decision to install air conditioning incurs a life-cycle cost on the order of $35/ft2 to $50/ft2 in today’s dollars, which adds up to $35,000 to $50,000 per classroom. Due to the significant costs, it is important to establish criteria for when air conditioning is necessary and desirable.

In many cases, the need for air conditioning can be avoided by designing to minimize heat gain (both solar and internal) and by providing air movement via natural ventilation or ceiling fans. There are also many other measures that can help make natural ventilation feasible, such as shading of the site, orienting openings to minimize noise, and siting buildings to avoid sources of outdoor air contamination or odors.



The San Diego Unified School District established a temperature standard which states that classroom temperatures should not exceed 78°F for more than 10 percent of school hours. Air conditioning is allowed only in cases where these standards are exceeded.

ASHRAE Standard 55-2004 includes new information about thermal comfort for occupants of buildings with access to natural ventilation. The result of the new comfort model is illustrated in the following figures, taken from the Natural Ventilation chapter of the Hawaii Commercial Building Guidelines for Energy Efficiency. These show that natural ventilation should be able to provide comfort for much of the school year in Honolulu and all of the school year in Hilo.

Adaptive Comfort for Space With Operable Windows (Honolulu)

70

72

74

76

78

80

82

84

86

88

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Tem

pera

ture

(°F)

Indoor Comfort Range

Average Maximum Outdoor Temperature

90 % feel

comfortable

80 % feel

comfortable

Figure 5 — Indoor comfort range in naturally ventilated buildings in Honolulu

Adaptive Comfort for Space With Operable Windows (Hilo)

68

70

72

74

76

78

80

82

84

86

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Tem

pera

ture

(°F)

Indoor Comfort Range Average Maximum Outdoor Temperature

90 % feel

comfortable

80 % feel

comfortable

Figure 6 — Indoor comfort range in naturally ventilated buildings in Hilo



The following two tables show average hourly outdoor temperatures for Honolulu and Hilo and indicate the hours that fall outside the new ASHRAE comfort range. They show that there are times of the day between May and October when Honolulu is outside the 90% comfort conditions, and times in August and September when the 80% comfort conditions are exceeded. The table for Hilo shows that outdoor temperatures meet comfort conditions all year.

Table 16 — Average outdoor hourly temperatures (°F) for Honolulu. Dotted line marks the hours when outdoor temperature exceeds indoor comfort limits in naturally ventilated buildings for 10% of occupants. Source of temperature data: Typical Meteorological Year Data, U.S. National Climatic Data Center.

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEARHOUR

1 69.3 68.2 70.2 71.1 72.7 75.4 75.4 77.2 76.4 75.6 72.9 69.7 72.92 68.8 67.9 69.6 70.8 72.3 75.1 74.9 77.1 76.0 75.1 72.4 69.4 72.53 68.4 67.6 69.1 70.1 71.8 74.7 74.5 76.7 75.6 74.9 72.1 69.4 72.14 68.1 67.6 68.8 69.9 71.4 74.3 74.3 76.3 75.3 74.4 71.9 69.2 71.85 67.8 67.3 68.2 69.9 70.8 74.0 73.9 76.1 74.9 74.2 71.7 69.2 71.56 67.6 66.6 69.3 69.6 70.5 74.0 75.3 75.8 76.1 75.3 71.8 69.4 71.87 67.3 66.5 70.4 70.5 73.4 75.1 76.8 76.6 77.4 76.3 71.7 69.6 72.78 69.1 67.5 71.5 73.9 77.0 77.5 78.2 78.5 78.6 77.5 74.1 69.8 74.59 73.3 71.2 73.6 76.1 79.3 79.3 80.0 80.4 80.6 79.2 77.2 72.7 76.9

10 76.3 73.7 75.9 78.5 81.3 80.9 81.7 82.5 82.8 80.9 79.6 75.4 79.211 77.7 75.9 78.0 79.9 82.5 82.4 83.5 83.8 84.8 82.6 80.7 78.3 80.912 78.5 77.1 78.5 81.0 83.3 82.9 83.9 85.4 85.2 82.8 81.4 78.7 81.613 78.7 77.5 79.3 81.4 84.0 83.5 84.2 85.7 85.9 83.5 81.6 79.2 82.114 79.0 77.9 79.9 81.0 83.4 83.5 84.6 86.2 86.3 83.7 81.7 79.6 82.215 78.1 77.5 79.2 80.9 82.8 83.4 83.7 85.6 85.4 82.9 81.1 78.8 81.616 77.3 76.3 78.6 80.5 81.5 82.7 83.0 84.4 84.3 81.9 79.7 78.0 80.717 75.6 75.4 77.9 78.5 79.8 81.6 82.1 83.4 83.4 81.1 78.2 77.2 79.518 73.5 73.9 76.5 76.2 78.0 80.0 80.4 81.2 81.8 79.9 76.0 75.8 77.819 72.2 72.2 75.1 73.6 75.9 78.4 78.9 79.5 80.1 78.6 75.2 74.5 76.220 71.5 71.5 73.6 72.7 74.9 77.2 77.3 78.7 78.5 77.5 74.3 73.1 75.121 71.2 70.5 72.9 72.6 74.5 76.9 77.0 78.3 78.3 77.2 74.2 72.2 74.722 70.5 69.5 72.2 72.3 74.1 76.7 76.5 78.1 77.6 76.8 73.6 71.4 74.123 69.9 69.0 71.6 71.8 73.9 76.4 76.3 77.8 77.4 76.5 73.4 70.5 73.724 69.7 68.7 71.0 71.4 73.6 75.8 75.8 77.7 77.0 76.0 73.1 70.2 73.4

Avg. Outdoor Temperature (Dry bulb) 72.1 71.7 73.8 74.3 76.1 78 78.8 78.9 78.9 78.2 76.3 72.9 75.8AVG. DAILY MAX. TEMP. 80.1 79 79.9 82.5 84.7 84.5 85.2 86.9 86.5 84.2 82.6 80.1 83AVG. DAILY MIN. TEMP. 66.1 65.4 67.7 68.8 70.2 73.5 73.7 75.5 74.8 73.8 70.8 67.5 70.7

10% feel uncomfortable Typical occupied hours (7 am - 6 pm)

20% feel uncomfortable



Table 17 — Average outdoor hourly temperatures (°F) for Hilo. There are no cases where the hourly average temperature exceeds comfort limits. Source of temperature data: Typical Meteorological Year Data, U.S. National Climatic Data Center.

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEARHOUR

1 67.4 66.4 67.7 68.3 69.2 69.8 71.2 71.3 72.1 71.0 69.2 67.4 69.32 67.0 65.8 67.3 67.7 68.7 69.4 70.6 70.6 71.4 70.8 68.6 66.9 68.73 66.6 65.5 67.0 67.2 68.4 69.1 70.4 70.3 71.1 70.2 68.4 66.7 68.44 66.1 65.2 66.7 66.8 68.0 68.8 70.3 70.1 70.8 69.5 68.1 66.2 68.15 65.8 65.0 66.3 66.3 67.6 68.5 69.9 69.8 70.5 69.2 67.9 65.9 67.76 66.4 65.7 67.1 67.8 69.7 70.5 69.9 71.5 72.2 68.9 68.8 66.6 68.87 66.9 66.3 67.8 69.4 71.8 72.7 70.9 73.4 73.9 69.7 69.6 67.3 70.08 67.5 67.1 68.7 70.9 73.8 74.8 74.1 75.1 75.7 73.5 70.6 68.0 71.79 70.7 69.7 71.3 72.6 75.3 76.5 76.2 76.6 78.0 77.0 72.9 71.3 74.010 73.9 72.4 73.7 74.3 76.9 77.9 78.0 78.5 80.3 78.1 75.1 74.5 76.211 77.1 75.0 76.3 76.0 78.4 79.7 79.3 80.1 82.6 78.6 77.5 77.7 78.212 77.1 75.6 76.6 76.0 78.4 80.3 79.9 80.4 82.4 79.0 77.8 77.9 78.513 77.1 76.1 77.1 76.5 78.5 80.9 80.0 80.7 82.4 79.1 78.2 78.2 78.814 77.1 76.6 77.5 76.5 78.5 81.5 80.2 80.9 82.2 79.3 78.6 78.5 79.015 76.1 75.6 76.8 75.8 77.9 80.5 79.9 80.2 81.3 79.0 77.5 77.1 78.216 75.2 74.7 76.0 75.0 77.4 79.4 79.1 79.7 80.3 77.9 76.3 75.9 77.317 74.2 73.7 75.3 74.4 76.8 78.4 78.1 79.0 79.4 76.6 75.2 74.5 76.318 73.1 72.2 73.9 73.2 75.4 76.7 76.8 77.5 78.0 75.6 74.1 73.1 75.019 71.8 70.8 72.3 72.1 73.7 74.8 75.1 76.1 76.6 74.5 73.1 71.8 73.620 70.7 69.2 70.9 71.0 72.3 73.1 74.0 74.6 75.2 73.6 72.0 70.3 72.321 69.9 68.7 70.1 70.5 71.6 72.3 73.6 74.1 74.7 73.1 71.3 69.6 71.622 69.2 68.0 69.5 69.9 70.8 71.4 72.9 73.4 73.9 72.4 70.7 68.8 70.923 68.4 67.5 68.7 69.4 70.2 70.6 72.4 72.8 73.3 71.8 70.1 68.1 70.324 67.9 66.9 68.3 68.8 69.6 70.3 71.8 72.1 72.6 71.5 69.5 67.6 69.8

Avg. Outdoor Temperature (Dry bulb) 71.0 70.0 71.4 71.5 73.3 74.5 74.8 75.4 76.3 74.2 72.5 71.3 73.0AVG. DAILY MAX. TEMP. 78.2 77.0 77.7 77.2 79.6 81.7 81.1 81.4 83.4 80.5 79.0 78.9 79.7AVG. DAILY MIN. TEMP. 65.0 64.2 65.9 66.0 67.3 68.1 69.4 69.5 70.2 68.3 67.4 65.3 67.2

All hours fall within 90% comfort range Typical occupied hours (7 am - 6 pm)

One challenge when setting an air conditioning policy based on outdoor air temperature is finding an appropriate source of weather data. The wide range of micro climates in Hawaii makes the task especially difficult. Data from two sources are summarized on the following pages. The first is the Western Regional Climatic Center, which posts data on the Internet for 27 locations around the state. Data for five locations are summarized in Figure 7, which shows daily maximum temperatures and the number of days per year they occur.

The second source illustrated below is hourly Typical Meteorological Year (TMY2) data from the National Climatic Data Center. Figure 8 shows the number of hours per year that each temperature occurs. This information is available for only the four locations shown in Figure 8.

There is some inconsistency between these two sources. For example, Figure 7 shows that daily maximum temperature in Honolulu exceeds 88°F for 60 to 70 days per year, but Figure 8 shows temperatures in Honolulu never reaching 88°F, and show only 10 hours per year at 87°F. However, the two data sources also show some patterns, including the fact that temperatures in Hilo and Lihue appear to be 85°F or less for all hours.

On-site temperature monitoring can be used, but great care is necessary to get accurate readings. And year-to-year variations can be significant.



Honolulu Airport

01020304050607080

75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+

Average Maximum Outdoor Temperature, 1971-2000

Num

ber o

f Day

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Honolulu Observatory

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75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+


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75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+


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75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+


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75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+


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Figure 7 — Maximum Daily Temperature Data for Five Hawaii Locations. Average Maximums for 1971-2001. Source: Western Regional Climatic Center,

http://www.wrcc.dri.edu/summary/climsmhi.html



Honolulu

1534

483 598 621864 771 759 649

461 471 356 344 321 257 168 69 24 10 0 0 00

500

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70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+

Outdoor Temperature

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Kahului

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458 559683 683 615

486 431 366 369 328 350 343 314 270127 51 35 17 9 0

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70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+

Outdoor Temperature

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659 629 574 481 508 431 407 407 388 278 167 102 42 15 15 3 1 0 0 00

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70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+

Outdoor Temperature

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634477 391 350 347 257 149 37 6 0 0 0 0 0

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70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+

Outdoor Temperature

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Figure 8 — Outdoor Hourly Temperature Distribution for Four Hawaii Locations. Source: Typical Meteorological Year (TMY2) data from National Climatic Data Center




The decision whether or not to use air conditioning needs to occur during the project scope development process, so that an appropriate budget can be developed. In cases where there is uncertainty regarding issues such as local air quality or noise, then an investigation may be necessary. Where air conditioning is unavoidable, consider whether it can be used for only portions of a campus or individual building where comfort and air quality problems cannot be mitigated through passive measures.

Prior to installing air conditioning in an existing building, ensure that the load reduction measures listed in the policy above (e.g. lighting retrofit, roof insulation) have been carried out or already exist. In some cases, those measures will eliminate the need for air conditioning. In all cases, they will allow smaller air conditioning equipment to be installed and will reduce operating costs.

5.4 Details for Design Consultants

An integrated package of measures is usually necessary in order to avoid the need for air conditioning. See the Hawaii Commercial Building Guidelines for Energy Efficiency for information about natural ventilation, efficient lighting, cool roof systems, and window shading.

See also the policies regarding Air Conditioning System Type Selection, Air Conditioning System Sizing, and Air Conditioning Design Details.

5.5 Resources

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

National Climatic Data Center, http://www.ncdc.noaa.gov/.

Western Regional Climatic Center, http://www.wrcc.dri.edu/.



6 Air Conditioning System Type Selection

6.1 Summary

When air conditioning is determined to be necessary, a minimum of two alternative system types should be compared based on the criteria in Table 18 or a similarly rigorous method in which the reasoning behind the selection is documented. In making a system selection some judgment is necessary, including consideration of both the score calculated based on the method in Table 18 as well as the life-cycle cost estimate for each alternative.

Table 18 — Air Conditioning and Ventilation System Evaluation Matrix System Description Describe the system characteristics here.

central / room-by-room chilled water / packaged variable air volume (single-duct or dual-duct) / constant volume dual-path / single-path water-cooled / air-cooled overhead air distribution / displacement ventilation / underfloor air distribution ducted return / plenum return special controls other special characteristics

Criteria Criteria Weight (Totals to 100)

Comments Score (1 to 10) 1 = poor

10 = excellent Mechanical System First Costs 12

Impact on Other Trades: General Contractor 6

Impact on Other Trades: Electrical Contractor 4

Floor Space Requirements 6

Ceiling Space Requirements 3

Energy Efficiency: Normal Operation 8

Energy Efficiency: Off-hour Operation 2

Flexibility for After-School-Hours Operation 5

Acoustical Impact 8

Dehumidification Performance Over Full Operating Range

6

Indoor Air Quality 8

Comfort 8

Ease of Maintenance During School Hours 4

Compatibility with Maintenance Staff Resources

6

Use of Standardized Parts 4

Maintenance Cost and Reliability 4

Longevity 4

Flexibility for Future Occupancy Changes 2

100 Total Score (Rooftop/Floor-by-Floor) (Sum of Weight × Score, maximum is

1000)



The following system elements should be given consideration for each project:

• Variable air volume (crucial to energy savings and comfort)

• Dual-path air handler arrangement (capability to cool outside ventilation air separately from return air for better dehumidification)

• Displacement ventilation

• Demand-control ventilation

• Water-cooled or evaporatively cooled condenser (as opposed to air cooled)

6.2 Background

There are always performance and cost tradeoffs when comparing different AC system options. Therefore, the best choice may not be immediately obvious, and the best choice may vary from one project to the next depending on project constraints. Therefore, rather than specify one or two required systems, this recommendation sets a minimum level of analysis to be performed when selecting a system.

6.3 Details for Project Manager

First, ensure that a determination has been made that AC is necessary (see the separate guideline regarding air conditioning applicability), and that all cost-effective heat-load mitigation measures (i.e., roof and wall insulation, high-performance windows, etc.) have been implemented or included in the project plans before selecting an AC system type.

Work with the design team during programming or schematic design phases to evaluate AC system options using the method described in this section or an equally rigorous method.

Use the selection criteria as a tool to help make an optimal selection, it is not absolutely required that the system with the best score be the one that is selected. However, there must be documentation of the justification for the selection that is made.

Once a system type is selected, then focus on ensuring efficiency and air quality issues are considered in developing the AC system design details. See the section titled Air Conditioning System Design Details.



6.4 Details for Designer

The version of the system selection matrix in Table 19 includes brief descriptions of the meaning of each of the criteria. When this table is filled out by the designer, those comments should be replaced with a brief discussion of the relative merits or drawbacks for each system option. One table should be filled out for each system type being evaluated. The criteria weights listed in the table should be considered examples, and the appropriate weights for each project should be discussed between the designer and the project manager.



Table 19 — System Evaluation Matrix with Notes for Designer System Description Describe the system characteristics here.

central / room-by-room chilled water / packaged variable air volume (single-duct or dual-duct) / constant volume dual-path / single-path water-cooled / air-cooled overhead air distribution / displacement ventilation / under-floor air distribution ducted return / plenum return special controls other special characteristics

Criteria Criteria Weight (Totals to 100)

Comments (Note: The comments below are provided as guidance to the designer. When this table is filled out by the designer, these comments should be replaced with a brief discussion of the relative merits or drawbacks for each system option)

Score (1 to 10) 1 = poor

10 = excellent

Mechanical System First Costs 12 First cost ranked relative to other system options.

Impact on Other Trades: General Contractor 6 Impact on construction requirements such as mechanical rooms, duct enclosures, shafts, equipment screens.

Impact on Other Trades: Electrical Contractor 4 Impact on electrical system cost and complexity.

Floor Space Requirements 6 Impact on usable floor area.

Ceiling Space Requirements 3 Amount of space required for ducts, fan coils or other system components.

Energy Efficiency: Normal Operation 8 Energy performance during normal school hours relative to the other system options.

Energy Efficiency: Off-hour Operation 2 Energy performance after normal school hours if only portions of the school are occupied.

Flexibility for After-School-Hours Operation 5 The ability to air condition only portions of the school for after-hour activities.

Acoustical Impact 8 Relative impact on noise in the classrooms and other spaces.

Dehumidification Performance Over Full Operating Range

6 Ability to extract moisture from the supply air to maintain comfort and air quality even when space sensible cooling loads are low.

Indoor Air Quality 8 Ability to provide adequate level of clean outdoor air to the occupied zone.

Comfort 8 Ability to maintain stable comfort and humidity

Ease of Maintenance During School Hours 4 Ability to be accessed for routine or emergency maintenance tasks without disrupting classes.

Compatibility with Maintenance Staff Resources

6 Level of training required to perform maintenance tasks, and frequency of maintenance required.

Use of Standardized Parts 4 Commonly replaced components are standard items that can be stocked by Central Services or easily sourced in Hawaii.

Maintenance Cost and Reliability 4 Cost and reliability relative to the other system options.

Longevity 4 Relative lifetime of different system options. This can be an issue when comparing water-cooled and air-cooled equipment and when comparing indoor vs. outdoor equipment placement.

Flexibility for Future Occupancy Changes 2 Ease of rezoning, adding capacity, or adapting to change in occupancy.

100 Total Score (Rooftop/Floor-by-Floor) (Sum of Weight × Score, maximum is 1000)



7 Air Conditioning System Design Details

This section addresses specific AC design details that have an impact on efficiency, performance, and reliability. Hawaii’s unique conditions mean that optimal choices are sometimes different than in other parts of the U.S.

7.1 Summary

Air conditioning system designers should give consideration to the following system design preferences when selecting a system type and when developing design details.

7.1.1 Air Distribution

Variable air volume (VAV) systems are preferred. A VAV system generally provides fan savings as well as good dehumidification performance. Dehumidification improves because the supply air temperature can be maintained at 55°F or below while the air volume is modulated to control space temperature. The typical application of a VAV system is a central air handler that serves multiple zones. However, VAV control should also be considered for single-zone systems that are traditionally constant volume. Significant fan energy savings and improved dehumidification performance are possible if space temperature in single zone systems is controlled by varying air flow rather than supply air temperature.

If a constant air volume strategy is selected instead of VAV, then a “dual-path” air handler arrangement or other special measure to improve dehumidification performance is highly recommended (see next section). Otherwise, when cooling loads in the space are low and the supply air temperature rises to avoid overcooling, less moisture will be removed from the supply air.

A dual-fan, dual-duct system may be a good choice for buildings with high, yet variable, outside air ventilation requirements such as classroom buildings. Traditionally, a dual-duct system has a “warm” duct and a “cold” duct, and each zone has a mixing box that combines these airflows to maintain space temperature control. However, in the Hawaii classroom context, this system can consist of a “ventilation” duct and a “cooling” duct. The “ventilation” duct delivers cooled outside air and is sized for the ventilation load (e.g. 15 cfm/person) the “cooling” duct delivers cooled return air. Each duct has its own air handler with separate fan and cooling coil. At the zone level, a dual-duct VAV box provides demand control ventilation and space temperature control. The VAV damper on the vent-duct inlet is controlled (between max and min setpoints) based on a CO2 sensor located in the space. Therefore, when a space is unoccupied, the outdoor air flow to that zone will drop to a minimum setpoint. The “cooling” duct damper is controlled based on a space temperature signal. Therefore, as cooling loads in the space increase, the airflow from



the cooling duct will increase. The supply air temperature of the “ventilation” duct will always be maintained fairly low (e.g. 53°F) to extract moisture from the outdoor air. The temperature of the “cooling” duct can be reset depending on cooling demand from the zones.

Displacement ventilation should be considered for classrooms. Delivering supply air at low velocity near the floor level allows space cooling loads to be handled with roughly 65°F supply air temperature. Air quality improves compared to standard overhead mixing air distribution. Note that a “dual path” arrangement is probably necessary to provide adequate dehumidification at the higher supply air temperature.

Central air handlers are generally preferred over single-zone air handlers, though either can be a good choice in specific cases. The benefits to central air handlers include easier maintenance of filters and cooling coils, better potential acoustic performance because fans can be remote from classrooms, and better potential for efficiency with larger fans and motors.

7.1.2 Air Handler

A dual path arrangement is preferred, especially for constant volume air handlers, to improve dehumidification performance at low-load conditions. There are several ways to implement a dual-path system; the common feature of all dual-path systems is that the outside air that is introduced for ventilation is cooled separately from the return air. The typical method is to provide a separate cooling coil on the outside air. In Hawaii, with its year-round dehumidification requirements, this outside air cooling coil may not even need a modulating control valve. The outside air can be provided with constant cooling, and the space temperature can be controlled with the main cooling coil that is located in the return air or mixed air path. See the Hawaii Commercial Building Guidelines for Energy Efficiency chapter on Dehumidification for more information.

Another variation on the dual-path arrangement include using a separate air handler for outside air, sometimes called a dedicated outside air system (DOAS) that delivers air to other central air handlers (e.g. floor-by-floor) or to fan coils.

Select cooling coils and filters for a face air velocity of 400 ft per minute or lower to minimize air pressure loss.

Consider UV-lamps on the cooling coils and condensate drain pans, especially in areas with dusty outdoor conditions, to inhibit mold growth.

Consider demand control ventilation in all spaces with variable occupancy, especially larger spaces such as gyms and multipurpose rooms if they are air conditioned.



Design for supply air temperature of 50°F to 55°F, and avoid supply air temperature reset controls because increasing the SAT typically reduces the dehumidification performance.

To help maintain good indoor air quality, specify filters with ratings equal to or greater than MERV 12 or 85% dust spot efficiency.

7.1.3 Chilled Water Cooling Systems

Chilled water systems are generally preferred over packaged cooling systems due to better potential energy efficiency. And when compared to individual packaged (i.e. DX) classroom units, the chilled water fan-coil system also offers better acoustic performance.

Chilled water pumping arrangement should be primary-only, variable-flow as a first choice and primary-secondary with variable-flow secondary loop as second choice.

Cooling coils should be selected to provide a chilled water temperature rise (delta T) of at least 16°F across the coil in order to minimize pumping energy and improve chiller efficiency.

Chilled water supply temperature should be 40°F to 44°F.

Chilled water supply temperature should not be reset upwards at low loads because cooling coil dehumidification performance will suffer. Instead, make sure that the cooling coil is selected so that it can operate over the full range of anticipated load conditions with constant entering chilled water temperature. Pay special attention to low-load conditions.

Water-cooled chillers (i.e. systems with cooling towers) are generally preferred due to greater energy efficiency and typically longer life than air-cooled chillers.

Select cooling towers for an approach temperature of 6°F or less in order to provide cooler condenser water and improve chiller efficiency.

If air-cooled chillers are specified, then careful attention to the specification of the condenser (outdoor) coil is required to ensure long life in Hawaii’s climate. When there is an option, then thicker and more widely spaced fins are preferred.

7.1.4 Consider thermal energy storage to reduce peak electric load. Packaged Cooling Systems

Select equipment to maximize latent cooling (dehumidification) capacity.

Consider systems with refrigerant subcooling coils downstream of the evaporator (cooling) coil to increase latent capacity.



Do not oversize packaged air conditioners because excessive on/off cycling dramatically reduces dehumidification performance at partial load.

Consider systems with multiple refrigerant circuits and split coils where at low load only a portion of the supply air is cooled to low temperature and dehumidified.

Pay careful attention to the specification of the condenser (outdoor) coil to ensure long life in Hawaii’s climate. When there is an option, then thicker and more widely spaced fins are preferred to help avoid degradation.

7.1.5 Controls

Direct digital control (DDC) is recommended for all new air conditioning systems to allow remote monitoring of operating schedules and system performance.

Control system shall at a minimum provide remote time-of-day on/off control, remote adjustment of space temperature setpoints, system monitoring (trending) and remote data access, and alarming for system faults or out-of-range values.

Control system trend logs shall be set up to monitor system performance, and the control system shall have adequate data storage capacity for at least 3 months of 15 minute interval readings of the following at a minimum (as applicable depending on system type): space temperature, supply air temperature, outdoor air temperature, fan speed, chilled water supply and return temperatures, condenser water supply and return temperatures, chiller electric demand, and pump speed.

VAV systems shall have static pressure reset control whenever DDC control is extended to the zone level.

VAV systems shall not use supply air temperature reset control unless it can be shown that dehumidification performance will be adequate when the temperature is increased.

Chilled water systems shall not use chilled water temperature reset control unless is can be shown that dehumidification performance will be satisfactory over the full range of potential loads.

7.1.6 Load Calculations and System Sizing

Sizing of air conditioning systems can have a significant impact on energy efficiency and dehumidification performance. Oversized systems cost more and often perform worse than properly sized equipment.



A minimum of two, and perhaps more, load calculations should be performed for different conditions. In addition to a traditional peak design load calculation, which is based on conditions that occur for a relatively few hours per year and are often based on conservative assumptions, also perform a load calculations for typical (or most frequent) conditions. The typical conditions should include realistic lighting and plug loads and include impact of window shades. The purpose of the typical conditions calculation is to provide a point to evaluate system comfort performance and efficiency and ensure that the system works optimally under the loads it will see most of the time.

7.1.7 General Issues

For areas such as laboratories that require 100 percent outside air, consider heat recovery.

Specify adequate weather protection for equipment.

Provide occupants with some level of temperature control.

Consider using a ground-coupled heat rejection system instead of typical water-cooled or air-cooled alternatives. A ground-coupled system typically consists of a loop of pipe buried in a horizontal trench or vertical well that acts as a heat exchanger between condenser fluid and the ground. The feasibility of a ground-coupled system depends on soil conditions and availability of space for the ground heat exchanger.



8 Natural Ventilation

There are number of building envelope design features that affect natural ventilation performance. In addition there are a number of issues that are unique to Hawaii. This guideline summarizes recommendations for natural ventilation design strategies.

8.1 Summary of Natural Ventilation Design Recommendations5

• Natural ventilation has to be an integral part of the schematic design phase.

• Provide 5% — 8% of the floor area as free ventilation area. Equal inlet and outlet areas maximize airflow whereas outlets that are 2% — 5% larger than inlets produce higher air velocities.

• The inlet location affects airflow patterns far more significantly than outlet location. Locate inlets at the occupied level. Stagger location of the outlet openings both vertically and horizontally by a few feet (relative to the inlet locations) to achieve longer air paths through the space.

• Thermal mass helps the effectiveness of natural ventilation. Concrete walls and floors can act as heat reservoirs, absorbing heat through the day and dissipating it at night. At night, natural ventilation can be used to increase the amount of dissipated heat. Most mass wall strategies, such as double layers of drywall, can also help improve acoustic separation between spaces.

• Inlets and outlets should be designed with security in mind so that they can be left open overnight in order to cool the building mass before occupants arrive in the morning.

• Integration with Daylighting and View Windows. The openings for cross ventilation must work together with the daylighting design. One typical solution for Hawaii is to use low windows as inlets on the north or northeast side to capture the prevailing trade winds. These windows are also relatively easy to shade from the sun with small overhangs. The outlet openings can then be located on the south or southwest side higher in the wall where they are easier to shade from the sun.

• High Ceilings. Increased ceiling height can extend the period when natural ventilation is effective and also allows the use of ceiling fans. At the same time, a high ceiling can

5 Much of the information in this section is distilled from a draft version of the Advanced Buildings Guidelines, being developed by the New Buildings Institute.



improve daylight penetration as well as allow the use of suspended lighting fixtures. A minimum height of 9 ft is recommended for ceiling fans such that the fan blades are at least 8 ft from the floor and 1 ft from the ceiling.

• For natural ventilation to function properly, solar gains and internal heat gains should be minimized. Use shading devices like overhangs, awnings, and fins to control solar gains.

• Provide windows that can be opened or shut in increments. This allows the occupants to vary the inlet and outlet areas according to seasonal variations.

• Ensure that vents and windows are accessible and easy to use. Avoid blocking windows with exterior objects such as shrubs and fences, but do not eliminate shading.

• Use features like overhangs, awning windows, eaves, and porches to protect the openings from rain. Awning windows work very well for cross ventilation because they provide more airflow than double hung windows (for the same glazed area) and also provide protection from rain. Casement windows provide maximum airflow in both perpendicular and oblique wind conditions, but also offer less rain protection than awning windows.

• The incoming air may be cooled through good site planning, landscaping, and planting strategies. If a water body is planned for the site, place it on the windward side to pre-cool the incoming air through evaporative cooling. Planting tall deciduous trees on the windward side will lower the temperature of the inflow and shade the openings.

• Locations of adjacent buildings may cause complex wind patterns. Wind tunnel testing may help determine flow patterns around buildings in urban areas.

• Consider using ceiling fans to improve comfort when winds are calm.

o Use “Quiet Type” energy-efficient ceiling fan and motor assemblies.

o A larger fan provides a greater range of airflow settings and ventilates a larger area at lower velocities, with less noise, and only slightly more power than similar smaller units. Use two 48 in. fans in classrooms (based on 30 ft x 32 ft classrooms). These will move air most effectively in a 4 ft to 6 ft radius, and somewhat less effectively for another 3 ft to 4 ft radius. At the level of seated occupants, this will achieve air speeds ranging from 50 fpm to 200 fpm. Beyond 30 fpm, every additional 15 fpm results in a perceived 1°F drop in temperature. The more blade surface, the more air it will catch.



o Ceiling fans work best when the blades are 8 ft to 9 ft above the floor and 10 in. to 12 in. below the ceiling. Placing fans so the blades are closer than 8 in. to the ceiling can decrease the efficiency by 40%. Fans also require at least 18 in. of clearance between the blade tips and walls. Two types of mountings are available for ceiling fans—rod and hugger. In rod fans, the motor housing is suspended from the mounting bracket by a rod. With hugger fans, the motor housing is mounted directly to the ceiling box. Hugger fans are not as efficient as rod fans in the down motion, especially at higher speeds. The blades will starve themselves for air when they are too close to the ceiling.

o Select a fan with at least a two-speed control for better regulation of air movement.

o Fans should be on only when the space is occupied; otherwise the movement of the motor is also introducing some heat in the room without any cooling benefits. Remember that ceiling fans cool people, not spaces. Consider using an occupancy sensor in conjunction with an occupancy sensor for the lighting system.

• Exterior noise can defeat even the best natural ventilation design if occupants must close the openings to eliminate distractions. Therefore, a successful natural ventilation design also needs to consider the placement of openings relative to exterior noise sources.

• As noted in the earlier section “Air Conditioning Applicability,” designing for good natural ventilation is desirable even in buildings with air conditioning because it allows “mixed-mode” operation. However, the design details may be different for spaces that also include air conditioning. The most important issue is that natural ventilation openings (typically windows) be air tight when closed.

8.2 Resources

For guidelines on cross ventilation, stack ventilation, and ceiling fans see:

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.Field Guide for Energy Performance, Comfort, and Value in Hawaii Homes, Edition 1/0b, Available from DBEDT. Chapter 11, “Airflow Around Buildings,” and Chapter 12, “Airflow in Buildings,” provide good provide recommendations for natural ventilation design.



9 Daylighting

Daylighting is an important feature of a high performance school. Research has shown daylighting can dramatically reduce energy costs and substantially improve student test scores. This section summarizes daylighting design principles and includes a list of resources for detailed information. Please see also High Performance Hawaii Classroom section of this guideline for some specific daylighting design examples.

9.1 Summary of Daylighting Principles

Daylighting strategies described in the Hawaii Commercial Building Guidelines for Energy Efficiency include the following:

• Provide uniform illumination using GOOD DAYLIGHT DESIGN

• Provide access to exterior views through VIEW WINDOWS

• Use CLERESTORIES for deeper daylight penetration

• Add LIGHTSHELVES TO CLERESTORIES to improve daylight distribution

• Balance daylight from window walls with WALL-WASH TOP-LIGHTING

• Provide even daylight with CENTRAL TOPLIGHTING

• Use PATTERNED TOPLIGHTING to provide even illumination across a large area

• Use LINEAR TOPLIGHTING to direct movement or provide visual orientation in a linear space

• Employ TUBULAR SKYLIGHTS for toplighting areas with deep roof cavities and for low-cost retrofits

The following principles, which are also discussed in the Hawaii Commercial Building Guidelines for Energy Efficiency, are fundamental elements of good daylighting design:

• Prevent direct beams of sunlight from penetrating the space

• Provide uniform illumination

• Avoid glare



• Provide methods of controlling daylight

• Integrate daylight with electric lighting

• Lay out the interior spaces so that they benefit from daylighting opportunities

• Optimize the aperture size

• Consider safety and security issues when designing daylighting apertures

9.2 Resources

Advanced Lighting Guidelines. White Salmon, OR: New Buildings Institute, 2001. Web site: www.newbuildings.org.

Ander, Gregg. Daylighting Performance and Design. NY: John Wiley & Sons, Inc., 1997.

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2002, www.chps.net. (Best Practices Manual, Volume 5, Commissioning 2005 to be published mid-2005)

Daylighting Initiative Case Studies and Project Reports. San Francisco: Pacific Gas & Electric Company, 1999. Web site: www.pge.com/pec/daylight.

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

IESNA Lighting Handbook, 9th edition. NY: Illuminating Engineering Society of North America (IESNA), 2000. Web site: www.iesna.org.

SkyCalc. A Microsoft Excel-based spreadsheet used to determine the optimum skylighting strategy for a building. Available from www.energydesignresources.com.

Skylighting Guidelines. California: Energy Design Resources. Web site: www.energydesignresources.com.



10 Classroom Acoustics

There are three fundamental strategies to ensure a superior acoustical environment:

• Reduce sound reverberation time inside the classroom.

• Limit transmission of noise from outside the classroom.

• Minimize background noise from the building’s HVAC system and other equipment.

Acoustics design standards for Hawaii are included in the Education Specifications and Standards for Facilities.

For more information about designing for superior acoustic in schools, see the following reference:

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2005. www.chps.net. (to be published mid-2005)



11 Additional Topics

The information in this section is covered in less detail than the proceeding guidelines, with references to existing guidelines for more information.

11.1 Construction and Demolition (C&D) Waste Management.

Resources:

• A Contractor’s Waste Management Guide, Best Practices and Tools for Job Site Recycling and Waste Reduction in Hawaii. Prepared by O’Brien & Company for DBEDT. www.hawaii.gov/dbedt/ert/chc.

• Listing of Construction and Demolition Waste Management Facilities, Clean Hawaii Center, DBEDT. www.hawaii.gov/dbedt/ert/chc.

• Collaborative for High Performance Schools (CHPS) Best Practices Manual, Volume 2. www.chps.net

11.2 Stormwater Management


• International Erosion Control Association. Provides technical assistance and an annual Erosion Control Products and Services Directory. (800) 455 4322 or http://www.ieca.org/.

• Stream Corridor Restoration: Principles, Processes and Practices developed by 14 Federal Agencies. Available at http://www.usda.gov/streamrestoration/.

• Stormwater and Urban Runoff Seminars — Guide for Builders and Developers, NAHB, Edited by Susan Asmus, Washington DC, (800) 368 5242 x538 or http://www.nahb.com/.

• Stormwater Management for Construction Activities: Developing Pollution Prevention Plans and Best Management Practices: Summary Guidance. EPA#833 R 92 001, October 1992, U.S. Environmental Protection Agency Office of Wastewater Management, 401 M St. SW, Mail Code EN 336, Washington DC, 20460. (800) 245 6510, (202) 260 7786 or http://www.epa.gov/owm/sw/construction/.



• Storm Water Phase II Final Rule: Small Storm Water Program Overview. http:/www.epa.gov/npdes/pubs/fact1-0.pdf

11.3 Electric Lighting and Control Guidelines

The values below correspond to the recommendations in the IESNA Lighting Handbook, 9th Edition. While a lighting designer might identify more specific tasks and specific illumination to support those tasks, the listed values suit general requirements.

It is recommended that ASHRAE 90.1-1999/2001 be used as a basis for lighting designs. Although counties in Hawaii have not yet adopted this standard, it provides many energy saving and maintenance benefits over previous standards.

Table 20 — Recommended Average Maintained Values in Footcandles (fc). Space Illuminance (fc) Comments For lux, multiply values by 10 Classrooms 40-50 See note. Drafting, lab, shop 50 See note. Corridors, stairways, washroom 10 Security needs may indicate 15 fc or

more. Library 30 See note; add task lighting for

special tasks Food preparation areas 50 See IESNA Lighting Handbook, 9th

Edition, for more details. Dining/cafeteria 10-30 10fc works for simple dining, but

security may suggest more. Also, some tasks like self-serve may need task lighting for more illumination. Multipurpose spaces may need 30fc; fluorescent lighting with multi-level switching may work best.

Gymnasium 30-50-80 Elementary schools only need 30fc, but high school competition needs 50fc. 80fc is recommended for important high school interschool events. Fluorescent lighting with multi-level switches may work best.

Locker room 10 Security needs may indicate 20fc or more; some tasks need task lighting.

Note: All areas with computers (computer lab, drafting, art, etc.) need 30 fc or less. Use multi-level switches for fluorescent lighting, since some users prefer 15 fc or less, and task lighting as necessary for reading and other tasks that need more light.

There are several very good references available with lighting design recommendations.

• Advanced Lighting Guidelines. www.newbuildings.org




• Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

11.4 Enclosure and Insulation Guidelines

Energy efficient windows, window shading, and cool roof systems are covered in great detail in the following reference.

• Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.



12 High Performance Hawaii Classroom

12.1 Summary

A high performance classroom benefits most from good daylight design. Good daylight design incorporates adequate illumination, uniform distribution and reduced glare. While shading is important to reduce peak loads and energy consumption, it has a bigger influence in ensuring that full daylight benefits are captured, because a lack of shades increases glare and direct solar penetration that compromise visual comfort. Location and distribution of windows and glazing choice with high light transmission and relatively low solar transmission also affects daylight design. In addition, efficient electric lighting design integrated with dimming daylight controls and occupancy sensors, can save a significant amount of energy and shave some peak load. The other big cost saver is ensuring that the fenestration design is integrated to facilitate natural ventilation. Even without natural ventilation, if all the recommended energy efficiency measures are implemented, one can expect savings of $ 1.00/ft2 as shown in Figure 9.

$0.00 $0.50 $1.00 $1.50 $2.00 $2.50

Baseline

+ Roof Insulation

+ Reflective Roof

+ White Wall

+ 3' Overhangs

+ Daylighting Controls

+ Green Tint Glass

+ Efficient Lighting Design (1 w/s.f.)

+ 8 ft. Overhangs

+ Nat. Vent. (Dec.-Mar.)

+ 100% Nat. Vent.

Annual Energy Cost $/ft2

Plugs Fans Cooling Lights

Figure 9 — Impact of Energy Efficiency Measures on Utility Cost

12.2 Introduction

Compared to large commercial buildings, classrooms are subject to proportionally greater envelope and occupant internal loads. Figure 10 shows that the energy consumption is almost evenly distributed between lights and plugs, and HVAC energy. Space loads are almost evenly



distributed between internal loads due to occupants, lights and plugs, and external loads from envelope as shown in Figure 11. Hence, energy efficient guidelines related to envelope are as important to lighting and HVAC measures. However, in case of portable classrooms, heat gains through the external sources is slightly higher than in case of the classroom mainly because all walls are considered exposed in the case of portable classrooms.

Most Exposed Classroom Portable Classroom

Figure 10 — Energy Distribution by End-Use


Figure 11 — Distribution of Loads Through External and Internal Sources in a Typical Classroom

The primary purpose of this study was to provide a package of best practices for a few frequently occurring classroom designs, which included:

• Least exposed classroom: A first floor classroom with only one wall exposed.

Energy End-Use for Portable Classroom

27.5% Lights

13.6% Plugs

8.6% Fans

50.3%Cooling

Lights

Plugs

Fans

Cooling

Energy End-Use for Most Exposed Classroom

31.6% Lights

15.7% Plugs 8.5%

Fans

44.2% Cooling

Lights

Plugs

Fans

Cooling

Load Distribution for Most Exposed Classroom

20% Conduction

27% Windows

53%Internal

Loads

Conduction ThroughExterior Surfaces

Solar Gains ThroughWindows

Internal Loads Due toLights, Plugs, andOccupants

Load Distribution for Portable Classroom

40% Conduction

23% Windows

37%Internal

Loads

Conduction ThroughExterior Surfaces

Solar Gains ThroughWindows

Internal Loads Due toLights, Plugs, andOccupants



• Most exposed classroom: A top floor classroom with at least 2 exposed walls and exposed roof.

• Portable classroom: A portable classroom with a raised floor.

However, based on the energy simulation results, the relative impact of various energy efficiency measures that were examined were similar for all three cases. Hence, the results that support the guidelines have not been distinguished into three separate categories.

The two alternative packages that have been identified are:

• Best Practice: This represents the ideal combination of measures based on energy savings, low life-cycle cost, environmental and health benefits.

• Alternative Package: This includes trade-offs that may be substituted when it is not possible to implement the best practice classroom.

In general, the most critical strategy for classrooms in Hawaii is to reduce solar gains and provide adequate daylighting. Most of the external heat gain is through the roof and window. While windows can be shaded to prevent solar heat gains, roofs should to be light-colored in order to keep solar gains off by reflecting most of it. These are fairly simple, low-maintenance and very effective strategies.

Once the external gains have been controlled, the total air-conditioning load can be further reduced by using an efficient lighting design, occupancy sensors and daylight controls to reduce lighting energy as well as heat added to the space from lights when they are on.

Hawaii is blessed with very moderate climatic conditions, and reducing external and internal gains can extend the hours when comfortable indoor temperatures can be attained by natural ventilation.



Table 21 — Summary of “Best Practice” and “Alternative” Classroom Characteristics Best Practice Alternative Orientation The ideal orientation for windows is facing north

or south, as these orientations are least exposed to direct solar exposure. Any direct solar penetration on the south side can be controlled quite easily with relatively short overhangs (ideally as deep as the window is high). This orientation also facilitates taking advantage of prevalent trade winds from a northerly direction for natural ventilation.

If the ideal orientation is not possible, try to orient windows towards southeast and northwest. If this is not possible, due to site/design constraints, use evergreen vegetation with dense foliage and large spread to shade windows on the east and west side. This will not only reduce solar gains but also provide a “relief” through the view windows.

Roof A light-colored roof with a radiant barrier is the best solution. Use a sloped roof design to facilitate drainage and add ceiling, and use the attic space to allow use of radiant barrier insulation.

Adding an equivalent of about R-13 will make up for not having a radiant barrier, but can be more expensive. Alternately, adding equivalent of an inch of rigid insulation will substitute for not having a light-colored roof.

Ceiling Use light-colored ceiling located at least 10’ height. The light color enhances daylight distribution. The high ceiling height facilitates better daylight distribution by allowing at least 2’ of space to accommodate daylight windows above view windows, and allows for pendant mounted lighting.

Even if 10’ high ceilings cannot be achieved, light color is still imperative to good daylight distribution. Retain at least 1’-6” to accommodate daylight windows even if this means compromising the height of the view windows.

Wall Wall color has less impact on heat gains compared to roof. Shading is the most effective way of reducing heat gains. In case of mass walls, adding insulation is not as beneficial as making the walls light colored. Concrete walls have additional ventilation and acoustic benefits compared to light framed walls.

If walls are not shaded, light colored walls are more beneficial than adding insulation. However, insulation may be an appropriate strategy for framed walls if it cannot be ensured that the reflective wall color will be maintained for the life of the building.

Fenestration The most important strategy is to shade windows. Windows on the south or north side can be shaded very easily. Shading also helps in controlling glare which can interfere with good daylight distribution. Laminated glazing with high performance tint is a cost-effective choice for daylighting benefits as well as security and protection against extremely windy conditions Ideally, separate the glazing into view windows and daylight windows. Minimize glazing area for view windows and use tinted glass to avoid glare. Locate view windows flush to side walls for surface illumination; operable blinds for privacy optional. Locate daylight windows flush to ceiling and side walls to illuminate interior surfaces evenly. Use high light transmission glass; approximately 40 ft2 on either side of classroom. Locate the walkway cover just below the clerestory, and paint it white or a very light-color to bounce daylight further into the space. Where this is not possible, such as in the lower floor on the walkway side, increase the depth of the clerestories to 2’-6”. Locating windows on opposite walls balances daylight on both vertical and horizontal planes. The teaching wall should be located on an internal wall to take advantage of this balanced distribution.

Use high performance glass (such as high performance tint low-e) if windows are not shaded, to reduce solar gains without compromising available daylight. Glare can be controlled only via shading devices – such as interior blinds, or light shelves. Tinted glazing can also reduce glare but not as much as with good shading design. If adequate ceiling height is not available to locate adequate area of daylight and view windows, compromise the height of view windows in favor of larger daylight windows. Use skylights equivalent to 3% of roof area to balance daylight distribution in the space, if it’s not possible to put daylight windows on two sides.



Best Practice Alternative Lighting Use rows of suspended pendant fixtures with

second generation T-8 lamps and high efficiency electronic ballasts, so that lighting rows are parallel to daylight source. Install daylight sensors and dual technology occupancy sensors.

Use recessed troffers in place of suspended fixtures.

Natural Ventilation

Use approximately 40 ft2 ventilation area per each opposing wall at occupant level. Locate inlets close to the floor on north side for prevailing winds and simpler shading. They should seal tightly for warm season. Casement, awning, or hopper-type windows are appropriate. Lower portion of inlet can be left open for night cooling; fixed exterior louvers for the inlet prevents rain intrusion and provides security. The inlet location affects airflow patterns far more significantly than outlet location. Use operable clerestories as outlets.

If vents cannot be located close to the floor, use bottom half of view windows on north side as inlet and top half of view windows on opposite wall as outlet. If openings cannot be located on opposite walls, locate inlets on one wall and outlets in the adjacent wall as far away from the inlet as possible.

12.2.1 Orientation

Description

Orientation is one of the first things that needs to be addressed early in the design phase. While the decision related to orientation is influenced by many factors, such as program and site constraints, it is critical to optimize it in early stages of design, as it significantly impacts envelope loads and daylighting opportunities. Especially, in classrooms where envelope loads constitute over 50% of the total air-conditioning loads, ideal orientation is the first step towards reducing air-conditioning loads, due to solar gains and opening up opportunities for daylight and related lighting energy savings.

Results

The impact of orientation is two-fold. While the energy use may not vary significantly based on orientation, the decision has a significant impact on peak loads. The following graphs illustrate the impact of orientation on utility cost as well as peak loads. Optimizing the orientation can reduce AC size and hence, reduce HVAC equipment cost. However, if the roof is uninsulated and not protected from solar gains, orientation has very little impact on over all cooling loads because majority of the cooling load is dominated by the roof.



Most Exposed Classroom

Impact of Orientation

$2.00

$2.10

$2.20

$2.30

$2.40

$2.50

N/S NE/SW E/W SE/SW

Ann

ual U

tility

Cos

t Per

Sq.

Ft.

3' Overhang, R-0Roof


Figure 12 — Impact of Orientation on Utility Cost


Impact of Orientation

25

30

35

40

45

50

55

60

65

70

N/S NE/SW E/W SE/NW

Pea

k C

oolin

g Lo

ad (K

btu/

hr)



Figure 13 — Impact of Orientation on Peak Load

The other more significant impact of orientation is when daylight design is integrated with the classroom. In order to take advantage of available natural light and save lighting energy, a uniform, glare-free distribution has to be ensured within the space. The following graphics show how a west-facing room is subject to glare during late afternoon hours even with an overhang.



South Facing Classroom West Facing Classroom

Figure 14 — Impact of Orientation on Daylight

Economic Impact

Orientation for fenestration is a design choice and a result of site and programmatic constraints, and there is no incremental cost associated with this recommendation. However, there are some utility cost benefits, and slightly lower initial cost associated with smaller equipment cost when orientation is optimized. However, this is true only is roof is insulated, which is addressed in the next portion of this study.

Recommendation

In classrooms (including portables) the ideal orientation is to have windows facing north and/or south. The next best choice in case of site constraints would be to have the windows facing southeast, northeast or northwest. Avoid windows facing west and south west directions.

Maintenance and Operation

None.

12.2.2 Roof Design

Description

The roof is subject to high solar loads, and unlike walls, they are typically unshaded. The best way to reduce heat gains through the roof is through careful material choices. Various materials can impact heat transfer through roofs – color, insulation and radiant barrier.

A “cool roof” is light-colored, non-metallic material that acts as the finishing layer on the roof. It could be a single-ply membrane or a liquid coating, but should be ENERGY STAR qualified, and have an initial reflectance greater than 0.65 and an emittance greater than 0.8.



A radiant barrier is a material with a shiny metallic finish, and having a low emittance, such as aluminum foil. It should be installed in ceilings of attic spaces to be effective. The most inexpensive method is to use plywood or composition board with a film that is pre-applied to the board. Alternately, a more expensive and more effective method is to drape foil over the rafters before the sheathing is installed. Radiant barriers work by reducing heat gains from the warm ceiling to the cooler attic floor.

The Hawaii Energy Code takes into account all these factors and incorporates them in calculating the Roof Heat Gain Factor, which is required to be lower than 0.05.

Results

Figure 15 shows that in cooling dominated climates such as in Hawaii, more insulation doesn’t necessarily translate into proportionately higher benefits. While roof color has a much bigger impact when there is no insulation, Figure 15 also shows that it is relatively more energy efficient to have some insulation (R-13) in combination with a light-colored roof. In addition, adding insulation also significantly reduces peak loads as shown in Figure 16, though more so in case of the site built classroom than portable classroom as there is a greater contribution of loads in the portable classroom due to uninsulated walls in the portable baseline as opposed to thermal mass walls in the site built-baseline. Previous studies done for commercial structures in Hawaii, show that installing a radiant barrier has a similar impact on heat transfer through the roof as an equivalent of R-13 insulation.


Impact of Roof Color and Insulation

Dark, R-0

Dark, R-13

Dark, R-19

Dark, R-30

Light, R-0

Light, R-13

Light, R-19

Light, R-30

$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70

Annual Utility Cost Per Sq. Ft.


Dark, R-0

Dark, R-13

Dark, R-19

Light, R-0

Light, R-13

Light, R-19

$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70

Annual Utility Cost Per Sq. Ft.

Figure 15 — Impact of Roof Color and Insulation on Utility Cost





Dark, R-0

Dark, R-13

Dark, R-19

Dark, R-30

Light, R-0

Light, R-13

Light, R-19

Light, R-30

40 45 50 55 60 65

Peak Cooling Load (kBtu/hr)


Dark, R-0

Dark, R-13

Dark, R-19

Light, R-0

Light, R-13

Light, R-19

40 45 50 55 60 65

Peak Cooling Load (Kbtu/hr)

Figure 16 — Impact of Roof Color and Insulation on Peak Loads

Economic Impact

Rigid insulation installed over structural decks is more expensive than installing batt insulation in framed cavities, due to construction details and added insulation cost. The average cost of insulation is varies from $ 0.25/ ft2 to $ 2.00/ ft2 depending on level of insulation. Typically, R-13 batt insulation costs about $ 0.60/ ft2, whereas equivalent rigid insulation costs almost twice as much. The cost of installing a radiant barrier is only 0.15/ft2 to $ 0.25/ft2, with similar thermal benefits.

While the incremental cost for installing a cool roof is only $ 0.10/ft2 to $ 0.20/ft2 when it is a color choice, such as in case of a single-ply membrane roof design or painted metal roof, it can be as high as $ 2.00/ /ft2 if a built-up roof is part of the base design. The additional cost for installing equivalent insulation (R-5) varies between $ 0.50/ft2 to $ 1.00/ft2. However, a potentially longer roof life associated with a cool roof due to less thermal stresses is another economic benefit to be considered.

Recommendation

Figure 15 and Figure 16 indicate that combining R-13 insulation with a light-colored roof have the lowest energy cost, and peak demand. Thus, the optimum choice would be to use a light-colored roof, with a radiant barrier6. Substitute a radiant barrier with equivalent of R-13 insulation, if attic space is not available. If a light colored roof is not preferred due to aesthetic reasons, or initial incremental cost, use the equivalent of one inch of foam board (R-5) to substitute for the cool roof.

6 As mentioned earlier, a radiant barrier is equivalent to about R-13 insulation in its thermal impact.



Maintenance and Operation

Insulation materials themselves require no maintenance, but should be protected from moisture at all times. Moisture reduces thermal performance of the material as well as encourages mildew growth that can cause IAQ problems.

Cool roofs need to be cleaned each year to remove dirt accumulated over time that reduces the reflective properties and performance of the roof overtime. Manufacturer’s instructions should be followed as cleaning by high-pressure spray may not be suitable for all cool-roof membranes and could damage the membrane. Liquid-applied coatings may need to be refinished every 5 years or so.

Radiant barriers don’t require any maintenance unless they are damaged due to intrusive work in the attic. In case of damage, the damaged section will need to be replaced.

12.2.3 Exterior Wall Design

Description

The construction of exterior walls not only affects energy consumption and peak loads, but also affects thermal and aural comfort. Solar loads coming in through the walls are affected by color, orientation, shading and insulation. As discussed earlier, orientation is the first step to reducing heat gains through walls and windows.

Results

Shading has a much bigger impact on reducing energy consumption than adding insulation. Similarly, color has a bigger impact on energy savings than insulation, but the benefit due to color reduces as the walls get more shaded. The biggest savings occur when an 8’ walkway is added on the exterior to shade the walls. However, in cases where the wall has significant thermal mass, insulation added on the interior wall is actually detrimental to the performance. This is because the interior insulation compromises the thermal mass effect in the CMU walls from the interior heat gains, so daytime loads from all other sources "build up" faster when the walls are insulated. In addition, without any fan, night time operation or economizers, the heat loss from this heat build-up at night is impeded by the insulation.




Most Exposed

R-0, No Shade, Dark

R-13, No Shade, Dark

R-0, 3' Overhang, Dark


R-0, 8' Walkway, Dark


R-0, No Shade, Light


R-0, 3' Overhang, Light


R-0, 8' Walkway, Light


$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70Annual Utility Cost per Sq. Ft.

Portable Classroom

Portable

R-0 Wall, No Shade, Dark


R-0 Wall, 3' Overhang, Dark


R-0 Wall, No Shade, Light


R-0 Wall, 3' Overhang, Light


$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70Annual Utility Cost per Sq. Ft.

Figure 17 — Impact of Wall Color and Insulation on Utility Cost




Most Exposed

R-0, No Shade, Dark

R-13, No Shade, Dark











40 45 50 55 60 65 70Peak Cooling Load (kBTU/s.f.)

Portable Classroom

Portable









40 45 50 55 60 65 70Peak Cooling Load (kBTU/s.f.)

Figure 18 — Impact of Wall Color and Insulation on Peak Loads



Economic Analysis

Adding an external walkway does not necessarily incur any incremental cost as this is a design decision pertaining to locating of circulation. Similarly, a light-colored wall does not cost any more than a dark colored wall, as it is a only a paint color choice (it may have higher maintenance cost). However, adding wall insulation can cost anywhere between $ 0.60 /ft2 for batt insulation.

Recommendation

The best option is to design the classroom building in such as way such that the circulation is on the exterior of the classroom protected by a shade (assumed 8’ in depth). In that case, the color choice or insulation has very little bearing on cooling loads. The next best alternative (if a walkway is not possible) is to have a 3’ foot projection at the roof level, and have a white-colored wall 7without any insulation. Light-color may be traded for insulation, but insulation will not necessarily perform better and will cost more in terms of initial investment.

Operation and Maintenance

Light wall color will require periodic repainting and may be more likely to attract graffiti. Overhang design helps in protecting the wall from rains and possible degradation of color due to dirt and mildew growth.

12.2.4 Fenestration Design

Description

Windows are typically the largest contributor to solar loads through the envelope. Solar loads coming in through the windows are affected by orientation, shading and glazing type. The first strategy in fenestration design is to shade windows. The second strategy is to choose the right glazing type to reduce solar gains.

Results

As in case of walls, the best strategy is to shade the windows. Once the windows are well shaded, the glazing choice has less of an impact on energy consumption. Similarly, if the windows are adequately shaded, the glazing type has relatively lower impact on peak loads. However, with or without overhangs, spectrally-selective laminated glazing is the optimal

7 Light-colored walls will have slightly lower benefit than a white wall.



solution to reducing solar gains further. Laminated glass also offers penetration resistance for better security and hurricane safety.

See Chapter 5, Energy-Efficient Windows, in Hawaii Commercial Building Guidelines for Energy Efficiency, for detailed design guidelines.

Economic Impact

See Chapter 5, Energy-Efficient Windows, in Hawaii Commercial Building Guidelines for Energy Efficiency, for detailed economic impact.

Recommendation

Integrating the walkway design with single laminated glazing is the best choice. A deep shade such as the 8’ walkway would also benefit daylight design.


Choice of glazing does not affect maintenance cost. Overhangs don’t require any significant maintenance.

12.2.5 Daylight Design

Description

Good daylight design is integral to the success of a high performance classroom. It achieves the maximum energy savings, cuts down on peak load significantly, and increases productivity and health benefits by providing a visually comforting environment.

Good daylight should provide adequate illumination, be evenly distributed and avoid glare. All these factors are influenced by glazed area, glazing choice and location of fenestration.

Results

The following results show that the optimal window area for good daylight design is about 30% of the wall area in which the window is located. Ideally, optimize skylight area to 3%-5% of the floor area to be daylit.



Portable

30% Window-Wall Ratio

50% Window-Wall Ratio

3% Skylight Roof Ratio

10% Skylight Roof Ratio

30% Window-Wall Ratio+ Daylighting

50% Window-Wall Ratio+ Daylighting

3% Skylight-Roof Ratio+Daylighting

10% Skylight-Roof Ratio+Daylighting

$1.50 $2.00 $2.50 $3.00Annual Utility Cost per Sq. Ft.

Figure 19 — Impact of Daylighting on Utility Cost

Recommendation

Based on these results and additional analysis done for other classrooms, daylight has a big impact on energy savings. Ideally locate windows on opposite sides of the wall to achieve uniform distribution. Distinguish between daylight windows and view windows. Locate daylight windows close to the ceiling and walls, to enhance daylight penetration. If windows can’t be located on two opposite walls, balance daylight distribution by locating skylights on the side of the room without any daylight windows. The optimum skylight area should be somewhere between 3%-5% of the floor area to be daylit by skylights.

The following figures show that even though the glazed area is not greater in the better daylit classroom, location and distribution of windows are critical in contributing to higher and more uniform illumination.

See section on daylight design guidelines for summary of design recommendations.

In addition, see Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 3 on daylighting in Hawaii Commercial Building Guidelines for Energy Efficiency.



Figure 20 — Daylight Distribution from Centrally Located View Windows

Figure 21 — Enhanced Daylight Distribution from Evenly Distributed Clerestories and

View Windows




Light shelves need to be cleaned periodically to maintain optimal performance.

12.2.6 Electric Lighting Design

Description

Electric lighting is one of the major energy consumers in schools. Efficient design along with daylight controls can save about 75% or more in lighting energy when properly implemented. Adequate and uniform illumination is necessary for visual comfort and ability to carry out the visual tasks, prevalent in a classroom environment. In addition, low electric lighting use reduces heat contributed to the space and saves air conditioning energy, as well as increases the potential for natural ventilation.

Results

Reducing lighting power from 1.6 watts/ft2 down to 1.0 watts/ft2, not only saves lighting energy but also reduces cooling energy marginally (2%) and peak load by 5%. However, greater savings can be expected if successful daylight design is not in place. Thus, this measure is even more critical if good daylight design cannot be implemented.

Recommendation

To achieve uniform lighting distribution, the best option is to have suspended lighting systems with 75% - 85% luminaire efficiency using some amount of light reflected upward towards the ceiling. Indirect fixtures minimize bright spots but require a white ceiling (or some very light colored) ceilings and upper walls, and at least 9’-6” high ceilings, with minimum of 18” suspension height. Direct-indirect fixtures distribute light almost evenly between upward and downward directions. In spaces with low ceiling heights, use surface or recessed fluorescent troffers having at least 78% luminaire efficiency.

Use T-8 lamps with electronic ballasts to achieve a lighting power density of 0.9 W/ft2 – 1.1 W/ft2, and maintain 40-50 footcandles at desk height.

Integrate lighting design with daylight sensors and dimming or stepped ballasts. Use dual technology occupancy sensors to turn off lights when the space is unoccupied.

See Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 4, Electric Lighting and Controls, in Hawaii Commercial Building Guidelines for Energy Efficiency.



Economic Impact

In general, efficient lamps with good lighting design is one of the most-cost effective measures as not only does it save lighting energy, it also reduces peak loads by reducing the amount of heat emitted to the space when lights are on.

Operation and Maintenance Issues

There are no special maintenance issues. Lamps need to be replaced at approximately 12,000 to 16,000 hours of operation, as with all fluorescent systems. Luminaires need to be cleaned annually, to maintain light output, which can diminish over time due to dust accumulation. Lensed luminaires may be occasionally abused, but lens replacement is relatively inexpensive.

12.2.7 Natural Ventilation

Description

Natural ventilation or ventilation due to ceiling fans is a good solution for Hawaii, as during the winter months temperatures stay largely within comfort zones. If passive means are adopted to reduce loads along with ceiling fans, the classroom can potentially be operated without air-conditioning throughout the year without compromising thermal comfort. Thermal mass and adequate shading are key to extending the season when natural ventilation can meet comfort requirements.

Results

Natural ventilation saves about $0.50/ ft2, assuming that the classroom can be ventilated for at least 4 months in the winter with the recommended shading and daylight design.

Recommendation

See section on natural ventilation guidelines for summary of design recommendations.

In addition, see Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 2 on natural ventilation in Hawaii Commercial Building Guidelines for Energy Efficiency.

Economic Impact

Natural ventilation has no incremental cost as it is only a matter of locating an optimum amount of operable window area in favorable locations.



Operation and Maintenance Issues

There are no special maintenance issues.

12.3 Assumptions

Scenario #1: Least Exposed Classroom

This is a first floor classroom with only one wall exposed to outdoor conditions. The dimensions are 32 ft by 30 ft with a ten foot ceiling height. The construction is concrete masonry, with slab on grade floor, concrete ceiling, and metal-framed partition walls separating adjacent classrooms. Window area is 96 ft2, with single-pane clear glass and a 3 ft overhang. Lighting is recessed or surface-mounted linear fluorescent fixtures with installed power of 1.6 W/ft2. The room is air conditioned and maintained at 75°F during school hours.

Scenario #2: Most Exposed Classroom

This scenario is an upper floor classroom with two opposite walls exposed to exterior conditions. The dimensions and constructions are the same as in scenario #1, with the addition of an uninsulated concrete roof and an additional 80 ft2 of window area on the second exterior wall.

Scenario #3: Portable Classroom

The portable classroom has all 4 walls and roof exposed, and consists of a wood-framed structure with no insulation. Window area and design is assumed the same as the most exposed case.

Appendix 5

Life Cycle Cost Calculations

Life Cycle Cost CalculationsLife-cycle cost (LCC) analyses maximize project values. They take operating and maintenance costs into account and make the most of integrated design opportunities.

So remember to include them in your budget allocations. A very rough rule of thumb is to set aside funds equal to 0.5% of the construction budget for analysis fees.

How To Calculate LCCTypically, there is a base case scenario against which different alternatives are weighed. The following table should be filled out for the base case, as well as each alternative. If the costs for an activity are the same across the base case and all alternatives, enter zero for that activity. See Hawaii High Performance School Guidelines for more details.

Activity Cost Unit

Present Value

Multiplier*Present

Value

Project Administration

$ $ x 1.0 = $

Design $ $ x 1.0 = $

Construction $ $ x 1.0 = $

Energy $ $/year x 19.6 = $

Water $ $/year x 19.6 = $

Sewage/Disposal $ $/year x 19.6 = $

Maintenance $ $/year x 19.6 = $

Replacement† $ $ x = $

Residual Value‡ $ $ x -0.41 = $

LIFE-CYCLE COST (TOTAL) $

Year of Replacement

Present Value

Multiplier

5 0.86

10 0.74

15 0.64

20 0.55

25 0.48

1

Water Heater Example This graph shows components of LCC for four water heater technologies. In this example, the electric and gas options have lower first cost, but the heat pump and solar options have much lower lifecycle cost. This result shows the solar water heater to be the best investment.

* Explanation of each component of the Present Value calculation appears on page 2.

† If there is any piece of equipment with a lifespan of less than thirty years, you will need to enter how much it will cost to replace it in present value dollars. See the handy cheat sheet to the right for the present value multiplier. There may be more than one piece of equipment that will require replacement. So add as many rows here as you need, until all of your replacement costs have been entered.

‡ The residual value is the life left in the piece of equipment at the end of the project lifespan. For example, one alternative may leave the school with a piece of equipment that’s good for another twenty years, while another alternative might leave the school with a piece of equipment that needs to be replaced right away. Some judgment is needed in determining this value. You could enter the cost of the equipment pro-rated based on remaining life, or you could enter the price that the used equipment could be sold for (often zero).

(Present Value) Energy(Present Value) Energy

(Present Value) Replacement(Present Value) Replacement

First costFirst cost

$0

$10K

$20K

$30K

$40K

$50K

$60K

$70K

$80K

$90K

GasElec SolarHeat PumpLC

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Weighing Qualitative FactorsIt’s not all dollars and cents with LCC analysis. Qualitative factors should also be considered. You can add to this list as needed. Assign a weight to each criterion to represent its relative importance. Then give scores for each alternative, 10 being “Excellent” and 1 being “Poor.” This qualitative ranking provides a “second opinion” for comparison with the LCC result. See Making the Decision below for the final step.

Making the DecisionIdeally, at the end of your analysis you have a clear winner: an alternative or base case with the lowest LCC and the best qualitative score. However, it may happen that one alternative scores highest qualitatively, but does not have the lowest LCC. In such cases, a significant amount of human judgment may be needed. Even so, the LCC results are likely to be a big help in coming to the very best decision.

For more details see Hawaii High Performance School Guidelines.

2

Criterion

Weight (W)

(1–10)

Alternative A Score(1–10) W x A =

Alternative B Score(1–10) W x B =

Occupant access to views

Illumination provided by daylight

Occupant thermal comfort

Occupant access to operable openings

Indoor air quality

Compatibility with State maintenance staff capabilities

Use of standardized parts and materials (enabling easier maintenance)

Other:___________________________

Other:___________________________

SUM A SUM B

3% Discount Rate Present Value30 Years

Project LifetimePresent Value

Multiplier

You’ve probably heard the saying, “a bird in the hand is worth two in the bush.” This is the basic concept behind discount rates. While it’s true that the money you have now is worth more than the money you will have in the future, just how much more it’s worth depends on your perspective. Investors with short-term outlooks tend towards higher discount rates. In contrast, a lower rate is appropriate for state projects. A 3% discount rate is a good choice for energy efficiency investments in public institutions such as schools.

Once you have established a discount rate you can figure out how much an expense you will incur in the future costs in current dollars. The further away this expense is in time, the less its present value will be. The present value multipliers given in this quick sheet are based on a 3% discount rate.

If you don’t expect a building to be around too long, it makes sense to minimize your first costs. The State of Hawaii, however, needs its buildings to last. That’s why a project lifetime of thirty years is recommended for LCC analysis.

Takes into account the discount rate and lifetime applied to an annual cost. The present value of $1 per year, for 30 years, at a 3% rate is $19.60.

Components of the Present Value Calculation Explained

Appendix 6

Commissioning for Schools

Commissioning for SchoolsThe complexity of building systems continues to increase through time—as does the impact of their interactions. A single architect can no longer oversee the entire process. And simply assuming that each individual contractor is doing their job carries too great a risk.

One study of sixty new nonresidential buildings found more than half with controls problems, forty percent with malfunctioning HVAC equipment, and one-third with sensors that didn’t work properly. In many of the buildings, equipment called for in the plans and specifications was actually missing. A quarter had energy management and control systems (EMCS) with economizers or variable speed drives that didn’t run right.1

Some level of commissioning is necessary to achieve a high performance school.

What Is It?Commissioning is a systematic process of ensuring that building systems interact and perform as specified, as intended, and according to the school’s operational needs. It results in increased energy efficiency, reduced change orders, better maintainability, and improved occupant comfort and productivity.

Ideally, a full commissioning process is part of every project. However, complete commission-ing may not be cost-effective for small projects.

The Two Tiers

Basic: The following projects should include at least basic commissioning.

■ New construction projects that cover 5,000 ft2 or more of floor area.

■ Renovation projects that cost $1,000,000 or more AND cover 5,000 ft2 or more of floor area AND include HVAC system replacement, building control system installation or upgrade, or lighting system controls.

Basic commissioning services may be performed by a third party or someone in-house, however, whoever assumes the role of commissioning agent should perform the following tasks:

■ Verify that lighting controls have been installed per design and are functioning as intended. This includes occupancy sensors, daylighting controls, multi-level switching, and automatic time clocks.

■ Make sure that ventilation and air conditioning equipment has been installed per design and that outdoor air flow, supply air flow, fluid flow, and controls function as specified in the design criteria.

■ Ensure that any and all energy management and control systems (EMCSs) perform the sequence of operations and provide trend logs per design. Also establish that sensors are calibrated.

■ Confirm that a complete guide has been provided to operations and maintenance staff.

■ Check to see that an operating brief has been given to school administrators and teachers.

■ Make certain that operating staff have been trained.

1

Technician captures performance data in the field.

1 Piette, M.A. et al, “Quantifying Energy Savings from Commissioning: Preliminary Results from the Pacific Northwest” (Lawrence Berkeley National Laboratories 1994).


Additional: The following projects should include the additional level of commissioning.

■ New construction projects that cover 30,000 ft2 or more of floor area.

■ Renovation projects that cost $5,000,000 or more AND cover 50,000 ft2 or more of floor area AND include HVAC system replacement, building control system installation or upgrade, or lighting system controls.

Additional commissioning services should be performed by a third-party commissioning agent rather than someone in-house. In order to be effective, the agent should be retained at the schematic design phase or earlier. The commissioning agent should perform the following tasks:

■ Establish and follow a commissioning plan.

■ Develop design intent and basis of design documentation.

■ Review the design prior to the constructions documents phase.

■ Make sure that commissioning requirements are included in the construction documents.

■ Examine the construction documents just prior to completion.

How Much Will It Cost?Commissioning pays for itself. Some of the savings created by commissioning are rarely quantified: first-cost (such as equip-ment downsizing), ongoing non-energy benefits, reduced change-orders, and correcting causes of premature equipment breakdown. One study showed median one-time, non-energy benefits at $0.18/ft2 for ten renovation projects and $1.24/ft2 for twenty-two new construction projects. The more frequently quantified costs showed median whole-building energy savings of 15% and payback times of 0.7 years for renovation projects. New construction payback time was 4.8 years.2

It makes good economic sense, therefore, to set aside some money in your budget for commissioning. Some guidelines follow.

2

■ Conduct a selective review of contractor submittals of commissioned equipment.

■ Verify installation, functional performance, training, and documentation.

■ Author a system and energy management manual and distribute it to building owner and manager.

■ Have a contract in place for a near-warranty-end or post-occupancy review.

■ Complete a commissioning report.

Critical Systems Basic Commissioning Additional Commissioning

Air Conditioning $0.10/ft2 $0.35/ft2

Energy Management and Control System (EMCS) $0.10/ft2 $0.30/ft2

Lighting: Occupancy Sensors $0.03/ft2 $0.05/ft2

Lighting: Daylighting Controls $0.10/ft2 $0.25/ft2

Lighting: Time-of-Day Controls $0.02/ft2 $0.05/ft2

Other Systems Basic Commissioning Additional Commissioning

Natural Ventilation $0.01/ft2 $0.05/ft2

Water Heating $0.01/ft2 $0.05/ft2

Swimming Pool $0.01/ft2 $0.10/ft2

Kitchen Equipment $0.01/ft2 $0.10/ft2

Security $0.01/ft2 $0.10/ft2

Clocks $0.01/ft2 $0.05/ft2

Fire Alarm $0.01/ft2 $0.10/ft2

2 Mills, E. et al, “The Cost-Effectiveness of Commercial-Building Commissioning” (Lawrence Berkeley National Laboratory 2004).

Appendix 7

High Performance Hawaii Classroom Prototypes

High Performance Hawaii Classroom PrototypesIntegrated design for visual and thermal comfort, as well as optimal energy efficiency

See the Hawaii High Performance School Guidelines for more details.

1

A classroom building designed for daylighting and choice of air conditioning and natural ventilation (mixed mode).

A naturally ventilated classroom.

A portable classroom designed with daylighting and mixed-mode ventilation.


Daylighting options for gymnasiums.

Prepared by:

N

2

Mixed-Mode Ventilation Classroom PrototypeDaylighting & Lighting Features

Daylight WindowsLocate daylight windows flush to ceiling and side walls to illuminate interior surfaces evenly. They should total approximately 50 ft2 on north and south walls (assuming a classroom of about 900 ft2). Specify high light transmission glass.

View WindowsThese are not a primary source of daylight. Specify glass with a solar heat gain coefficient of 0.35 or less. Place some or all view windows as close as possible to the corner of the room to help illuminate the teaching wall. Operable blinds for privacy are optional.

Daylighting ControlsUse dimming ballasts with photocell control.

OverhangsBlock direct sun for visual comfort and lower cooling loads. Protect walls from moisture: size them smaller on north side and larger on south.

LightshelfTop of walkway cover should be white to improve daylight penetration on second floor.

Ceiling HeightA 10 foot ceiling affords deeper daylight penetration, better electric lighting performance, and improved natural ventilation airflow.

Reflective Interior SurfacesWhite ceiling and interior wall surface are necessary for daylight and electric lighting efficiency.

Occupancy SensorInstall dual technology occupancy sensors: manual-on, auto-off.

OrientationMaximize north-facing windows. Shade south-facing windows. Minimize east- and west-facing windows to control heat and glare.

Reflective Exterior SurfacesPale colors on walkway, walkway ceilings, and overhangs improve daylight penetration.

Direct/Indirect LightingTwo rows of T-8 lamp fixtures parallel to the daylight windows, 0.9 watts/ft2 or less, provide backup to daylighting.

N

10 ft.

Casement Awning Hopper

*

Ventilation & Envelope Features

3

Radiant BarrierAttic allows use of radiant barriers as an alternative to batt or foam board insulation.

Cool RoofA white roof surface saves energy and extends roof life. Sloped roof design improves drainage.

Natural Ventilation InletsVentilation area should total approximately 40 ft2 per each opposing wall at occupant level (assuming a classroom of about 900 ft2). North side for prevailing winds and simpler shading. Operable windows seal tightly for warm season. Casement, awning, or hopper-type windows are appropriate.*

Secure Natural VentilationLower portion of inlet can be left open for night cooling. Fixed exterior louvers prevent rain intrusion and provide security.

Natural Ventilation OutletsOutlets should equal inlets in area, for total of about 80 ft2 on both walls. They can be either high or low on the wall.

Acoustic MaterialsSound absorbing materials may be appropriate on the interior surface of all walls except the teaching wall to reduce reverberation time.

Exterior WallsFirst priority is shading, then light color. Concrete mass construction provides temperature moderating and acoustical benefits. No insulation is necessary for concrete mass walls. Use R-13 or radiant barrier in framed walls.

Standard

GoodImproved daylight distribution with proper placement of daylighting windows.

*”Daylighting in Schools: Reanalysis Report,” California Energy Commission, Oct. 2003

Integrated Design StrategiesThere are a few simple integrated design strategies behind the choice of classroom features illustrated on the preceding pages.

Daylight as Primary Light Source

The number-one strategy is to design for daylight as the primary source of light. Daylight can meet illumination needs for the majority of school hours, given careful attention to design details. Electric lighting should be for nighttime use only. A design that meets all lighting needs with daylight will also result in:

■ Improved student test scores and better health in office workers;*

■ Significant energy savings;

■ Minimized solar heat gain and prevention of direct sun via shading and north/south orientation;

■ An opportunity for natural ventilation created by two exterior walls.

4

Optimal Envelope Design to Minimize Solar Heat Gain

Glazing: All glass not completely shaded from the sun must have a low solar heat gain coefficient. If the window is used to provide daylighting, then ensure that the glass also has a high visible light transmittance (i.e. is “spectrally selective”). A good choice is single-pane laminated glass using a spectrally selective inner plastic layer to provide low solar heat transmission and high visible light transmission. Laminated glass also provides better acoustic performance, security, and safety.

Roofs: After ensuring that the windows are shaded, minimize heat gain through the roof. In this example, a combination of radiant barrier and white roof surface are used as an effective alternative to batt or foam board insulation.

Walls: Shading is the first priority for keeping out solar gain. A pale exterior surface color is also important. Insulation is not necessary for concrete masonry walls in the Hawaii climate, and can actually be detrimental to performance by trapping heat in the room at night.

Mixed-Mode Ventilation

Throughout Hawaii, comfort can be provided by natural ventilation for most of the year. Designs that allow the air conditioning to be shut off provide major energy savings. The key features illustrated in this classroom prototype include:

■ Operable windows that can be tightly sealed on hot days;

■ Ventilation inlets on north side (in general) to capture prevailing winds, and where these openings are shaded from direct sun;

■ Ventilation inlets as low as possible in the wall to provide air movement at the occupant level;

■ Ventilation outlets on the south (leeward) side in the form of operable clerestory windows;

■ Secure vents that can be left open at night to cool the building mass.

Resource

DBEDT’s Hawaii Guidelines for Commercial Building Energy Efficiency provides many more details than can be covered here, such as:

■ Whole building design strategies;

■ Daylighting design;

■ Electric lighting design;

■ Glazing selection;

■ Overhang sizing;

■ Natural ventilation design;

■ Roof design;

■ HVAC and dehumidification design.

5

$0.00 $0.50 $1.00 $1.50 $2.00 $2.50

Baseline

+ Roof Insulation

+ Reflective Roof

+ White Wall

+ 3 ft. Overhangs

+ Daylighting Design and Controls

+ High Performance Glass

+ Efficient Lighting Design (1 w/ft2)

+ 8 ft. Overhangs

+ Natural Ventilation in Dec.–Mar.

+ 100% Natural Ventilation

Plugs Fans Cooling Lights

Annual Energy Cost ($/ft2)

Cutting Costs

Energy efficiency makes economic sense. The big three money savers are:

■ Daylighting,

■ Natural ventilation, and

■ Roof insulation.

Results of DOE2.1E simulation analysis, with Honolulu climate data, and electricity price of $0.145 per kWh (average rate paid by Oahu schools in 2004). Plug energy based on assumption of 1000 watts, equal to about five computers per classroom.

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100% Naturally Ventilated Classroom PrototypeFor most Hawaii locations, it is possible to completely eliminate the need for air conditioning. The 100% naturally ventilated design presented here highlights some additional design features.

6

Larger Natural Ventilation InletsLarger ventilation area helps provide comfort during calm periods, approximately 80 ft2 vent area on each side (160 ft2 total) at occupant level (assuming a classroom of about 900 ft2). Jalousies may be used because a tight seal is not necessary without air conditioning. If opaque jalousies are used, then choose pale colors to improve daylight distribution.

Ceiling FansTwo ceiling fans per classroom provide air movement to improve comfort on “Kona weather” days.

Secure Natural VentilationEnsure that at least a portion of the jalousies can be left open at night to cool the mass of the building without compromising security or allowing rain intrusion.

Inlets On Both SidesEqually sized openings on both sides of the classroom at occupant level provide air movement all year, regardless of wind direction.

South-Side WalkwaysPlace walkways on south side to prevent shading; leave north side free to maximize daylighting.

N

Portable Classroom PrototypeOne option for portable classroom design is illustrated here. This classroom could have air conditioning, but is also designed with operable windows for natural ventilation.

7

Electric LightingThe recommendations for the other classrooms apply to portables.

Daylight WindowsAvoid blocking light penetration into the classroom with exposed roof beams. Exposed roof beams should be perpendicular to daylight windows.

Extra Shading on South or West OrientationConsider installing a walkway cover/light shelf on south and/or west side, as shown, to prevent direct sun from striking the windows.

Ceiling Height and Roof InsulationAchieve a 10 foot ceiling height by exposing the roof deck and specifying a white roof, plus insulating with foam board insulation on top of the deck.

Natural Ventilation InletsApproximately 40 ft2 ventilation area per each opposing wall (ideally north and south) at occupant level (assuming a classroom of about 900 ft2). Operable windows seal tightly for warm season. Casement, awning, or hopper-type windows are appropriate.

Optional Skylights for DaylightingSkylights can be employed in place of the daylighting glazing (high windows) in this example.

Wall InsulationInsulate with R-13 batt insulation in walls with 2 x 4 framing, or R-19 in 2 x 6 walls: either fiberglass, cellulose, or cotton. As an alternative, use a white or very pale exterior color and a radiant barrier installed in the wall cavity.

Section view looking west*

*Site constraints may prevent the optimal north/south orientation.

Section view looking east.

8

Gymnasium PrototypesThese gym prototypes illustrate several options for harnessing daylight as a primary lighting source. The prototypes also address design features to maximize thermal comfort in gyms using natural ventilation and solar heat gain control. Gyms in Hawaii schools are typically constructed without air conditioning.

Gym Prototypes with Horizontal Daylighting Glazing

Skylights with Splayed WellsThis alternative with splayed skylight wells provides a more comfortable visual environment, and a more evenly illuminated ceiling.

Efficient Lighting (not shown on illustration) Fixtures with the latest T-5 or T-8 fluorescent lamps are an ideal choice for gyms. Special luminaires are available for this application, more efficient than HID fixtures, and without warmup and restrike time constraints. Fluorescent lamps are much easier to control as part of an automatic daylighting system.

Envelope Solar ControlKeeping the ceiling and walls cool is critical for maintaining comfort. For the roof, good options include three inches of foam board insulation or two inches of insulation combined with a white membrane. Sloped roof preferred for better drainage. For walls, provide shading with overhangs or paint them white.

Flexible OrientationThe use of skylights for daylighting frees the designer to choose the building orientation that works best for cross ventilation or fits within other site constraints. Ventilation Openings

Louvers in opposite walls provide cross ventilation for comfort. Ideally they are located at occupant level and on the longer sides for shorter airflow path across the building. For walls that have bleachers that block access to the lower portion of the wall, provide additional ventilation in other walls.

Reflective Interior SurfacesColor ceiling and walls white—especially the upper portion of the walls—for more efficient lighting performance.

Skylights for DaylightingLight-diffusing skylights avoid bright spots caused by direct sunlight. Skylight area equals roughly five percent of roof area: 16 skylights, each 4 ft by 8 ft, in this example.

Overhangs for Window ShadingOverhangs or other types of exterior shades are necessary to block direct sunlight from entering the gym.

Clerestory DaylightingWindows are oriented north/south (only one side appears in the sketch). Avoid east/west orientations due to heat gain and glare problems. Locate clerestory windows in the longer wall. Windows should be as high as possible to improve the depth of daylight penetration into the center of the gym.

White Roof SurfaceA reflective roof surface significantly increases the amount of light captured by the sawtooth glazing.

Sawtooth Roof DaylightingNorth-facing glazing provides excellent daylighting while minimizing solar heat gain.

Gym Prototypes with Vertical Daylighting Glazing

Additional Daylighting WindowsWindows on the north wall are recommended for supplemental light at the north end of the gym, because this wall is not directly illuminated by a clerestory. Or, as an alternative, a few skylights in the roof at the north end can provide illumination of the north interior wall.

Appendix 8

Typical Millwork Details

Appendix 8: Typical Millwork Details

Educational Specifications

Typical Counter/Sink/Overhead Cabinets Not to scale

Detail 1



Tall Storage Cabinet Not to scale

Detail 2



Typical Bookcase for Secondary Schools Not to scale

Detail 3



Chart Paper Storage Case Not to scale

Detail 4



Reception Counter Not to scale

Detail 5



Staff Mailboxes Not to scale

Detail 6



Typical Student Shelves for Elementary Schools Not to scale

Detail 7



Typical Student Cubbies for Elementary Schools Not to scale

Detail 8

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